PurposeThe current study employs a modified framework of the unified theory of acceptance and use of technology (UTAUT) to predict students' intention to adopt online learning in India. The moderating role of openness to change in influencing the proposed relationships is also assessed.Design/methodology/approachA structured questionnaire was emailed to 650 students enrolled in various courses in public and private universities in India. In total 424 responses were considered for analysis using structural equation modeling (SEM). Moderation analysis was carried out with multi-group SEM and chi-square difference tests.FindingsThe results reveal that there is a significant impact of performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FS) and perceived security (PS) on students' intention to adopt online learning. Further, openness to change moderates the impact of PE, FS and PS on intention of students to opt for online learning.Originality/valueThis study is one of the initial efforts to examine the factors affecting students' intention to adopt online learning at the onset of third wave of coronavirus disease 2019 (COVID-19) pandemic in India. Besides the factors of the UTAUT model, this study highlights the importance of PS and openness to change in influencing students' intention to opt for online learning.
{"title":"A modified UTAUT framework to predict students' intention to adopt online learning: moderating role of openness to change","authors":"Alok Tewari, Ram Singh, Smriti Mathur, Sushil Pande","doi":"10.1108/ijilt-04-2022-0093","DOIUrl":"https://doi.org/10.1108/ijilt-04-2022-0093","url":null,"abstract":"PurposeThe current study employs a modified framework of the unified theory of acceptance and use of technology (UTAUT) to predict students' intention to adopt online learning in India. The moderating role of openness to change in influencing the proposed relationships is also assessed.Design/methodology/approachA structured questionnaire was emailed to 650 students enrolled in various courses in public and private universities in India. In total 424 responses were considered for analysis using structural equation modeling (SEM). Moderation analysis was carried out with multi-group SEM and chi-square difference tests.FindingsThe results reveal that there is a significant impact of performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FS) and perceived security (PS) on students' intention to adopt online learning. Further, openness to change moderates the impact of PE, FS and PS on intention of students to opt for online learning.Originality/valueThis study is one of the initial efforts to examine the factors affecting students' intention to adopt online learning at the onset of third wave of coronavirus disease 2019 (COVID-19) pandemic in India. Besides the factors of the UTAUT model, this study highlights the importance of PS and openness to change in influencing students' intention to opt for online learning.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62692989","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}
P. G. Manek, Budiman Baso, Kristoforus Fallo, Risald Risald, Hevi Herlina Ullu
The segmentation process is the separation of parts of the object area from the background in an image, so that segmented objects can be processed for other purposes such as pattern recognition. The results of segmentation must be accurate, if it is not accurate in separating objects in the image it will affect the results of further processing. The segmentation process is carried out using the Otsu Thresholding method on sandalwood leaf images by first applying the Median filter to reduce noise. After obtaining the segmented image, then performing performance measurements. The segmentation results from each test are evaluated using the RAE (relative foreground area error) and ME (misclassification error). The segmentation results of 8 sandalwood leaf images from 2 existing conditions show that, sandalwood leaf image segmentation with good leaf conditions obtains the best segmentation results with smaller errors of 5 image data. While the images of sandalwood leaves affected by the disease as many as 3 image data have more diverse areas so that the segmentation results are not good without any morphological process
{"title":"Segmentasi Daun Cendana Berbasis Citra Menggunakan Otsu Thresholding","authors":"P. G. Manek, Budiman Baso, Kristoforus Fallo, Risald Risald, Hevi Herlina Ullu","doi":"10.32938/jitu.v3i1.3868","DOIUrl":"https://doi.org/10.32938/jitu.v3i1.3868","url":null,"abstract":"The segmentation process is the separation of parts of the object area from the background in an image, so that segmented objects can be processed for other purposes such as pattern recognition. The results of segmentation must be accurate, if it is not accurate in separating objects in the image it will affect the results of further processing. The segmentation process is carried out using the Otsu Thresholding method on sandalwood leaf images by first applying the Median filter to reduce noise. After obtaining the segmented image, then performing performance measurements. The segmentation results from each test are evaluated using the RAE (relative foreground area error) and ME (misclassification error). The segmentation results of 8 sandalwood leaf images from 2 existing conditions show that, sandalwood leaf image segmentation with good leaf conditions obtains the best segmentation results with smaller errors of 5 image data. While the images of sandalwood leaves affected by the disease as many as 3 image data have more diverse areas so that the segmentation results are not good without any morphological process","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80465194","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}
Wireless Sensor Network (WSN) is a series of wireless networks consisting of several nodes in a limited area. Low Energy Adaptive Clustering Hierarchy (LEACH) and Grid-Based Low Energy Adaptive Clustering Hierarchy (G-LEACH) methods are clustering methods used to collet data by clustering nodes in the WSN area. The clustering process for both methods is the same, namely by select node as the Cluster head (CH) whose job is to collet data from other nodes to the sink. The selection of CH is carried out in each round by taking into account the probability formula used and the largest the remaining energy at that node. This study aims to determine the quality comparison of CH selection techniques in clustering-based routing protocol on WSN. The result of the study show that the G-LEACH routing protocol has good quality CH selection techniques and a long network lifetime compared to LEACH but requires a long time to reach the CH selection process
{"title":"Analisis Perbandingan Teknik Pemilihan Cluster Head Pada Wireless Sensor Network Berbasis Clustering Menggunakan Algoritma Routing Protocol LEACH dan G-LEACH","authors":"Kristoforus Fallo, Budiman Baso","doi":"10.32938/jitu.v3i1.3795","DOIUrl":"https://doi.org/10.32938/jitu.v3i1.3795","url":null,"abstract":"Wireless Sensor Network (WSN) is a series of wireless networks consisting of several nodes in a limited area. Low Energy Adaptive Clustering Hierarchy (LEACH) and Grid-Based Low Energy Adaptive Clustering Hierarchy (G-LEACH) methods are clustering methods used to collet data by clustering nodes in the WSN area. The clustering process for both methods is the same, namely by select node as the Cluster head (CH) whose job is to collet data from other nodes to the sink. The selection of CH is carried out in each round by taking into account the probability formula used and the largest the remaining energy at that node. This study aims to determine the quality comparison of CH selection techniques in clustering-based routing protocol on WSN. The result of the study show that the G-LEACH routing protocol has good quality CH selection techniques and a long network lifetime compared to LEACH but requires a long time to reach the CH selection process","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":"17 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81758974","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}
PurposeThe objective of this study was to compare three distinct methods of test monitoring in the context of distance education—non-proctored remote or online tests, traditional face-to-face proctored tests and remotely proctored tests using software—to analyze if the method in which tests are monitored influences the obtained grades.Design/methodology/approachThe experiment was carried out at the postgraduate level in the Master's Degree in Administration program in the modality of distance education, with a total of 296 students during three terms wherein the monitoring method of the final exam varied, keeping the other variables constant. This study used a quantitative method in which the distribution of grades was analyzed; and the grades from each method were tested. Finally, using a multiple linear regression model with dichotomous variables, the impact on students' academic performance with each method was quantified.FindingsThe results indicated that the remotely proctored online test grades were seven points lower with respect to the traditional method. This result does not mean that the lower scores in the remote proctored condition were due to better adherence to academic honesty, maybe this could be due to test anxiety, technology interference or a number of other factors that would confound the validity of the final test score.Practical implicationsThe results indicated that the non-proctored online test favored the grade in four points with respect to the traditional method.Social implicationsThe authors conclude to support recommending non-proctored online test, this can be a closer substitute to the traditional method than remote application with software monitoring.Originality/valueNot exist another paper to compare three distinct methods of test monitoring in the context of distance education.
{"title":"Monitoring methods and student performance in distance education exams","authors":"Martha Rodríguez-Villalobos, Jessica Fernandez-Garza, Yolanda Heredia-Escorza","doi":"10.1108/ijilt-04-2022-0085","DOIUrl":"https://doi.org/10.1108/ijilt-04-2022-0085","url":null,"abstract":"PurposeThe objective of this study was to compare three distinct methods of test monitoring in the context of distance education—non-proctored remote or online tests, traditional face-to-face proctored tests and remotely proctored tests using software—to analyze if the method in which tests are monitored influences the obtained grades.Design/methodology/approachThe experiment was carried out at the postgraduate level in the Master's Degree in Administration program in the modality of distance education, with a total of 296 students during three terms wherein the monitoring method of the final exam varied, keeping the other variables constant. This study used a quantitative method in which the distribution of grades was analyzed; and the grades from each method were tested. Finally, using a multiple linear regression model with dichotomous variables, the impact on students' academic performance with each method was quantified.FindingsThe results indicated that the remotely proctored online test grades were seven points lower with respect to the traditional method. This result does not mean that the lower scores in the remote proctored condition were due to better adherence to academic honesty, maybe this could be due to test anxiety, technology interference or a number of other factors that would confound the validity of the final test score.Practical implicationsThe results indicated that the non-proctored online test favored the grade in four points with respect to the traditional method.Social implicationsThe authors conclude to support recommending non-proctored online test, this can be a closer substitute to the traditional method than remote application with software monitoring.Originality/valueNot exist another paper to compare three distinct methods of test monitoring in the context of distance education.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49448869","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 : 2023-02-20DOI: 10.1108/ijilt-03-2022-0057
H. M. Al-Awidi, S. Al-Furaih
PurposeInformal learning is an effective and motivating strategy to support the learning process. Informal learning has received increased attention recently due to the coronavirus disease 2019 (COVID-19) pandemic. However, finding effective ways to facilitate innovative teaching and learning through open educational resources (OER) is a vital issue. The purpose of the current study is to investigate the informal learning characteristics (ILC) (i.e. observation, imitation, exploration, innovation and articulation) of teachers in using OER and whether these characteristics have any relationship with teachers' innovative work behavior (IWB, i.e. opportunity exploration, idea generation, idea promotion and idea realization) in schools.Design/methodology/approachThe current study utilized a descriptive quantitative survey approach. A survey with three parts was developed: the Open Educational Resources Scale (OERS), the Teachers' Informal Learning Characteristics Scale (TILCS) and the Teachers' Innovative Work Behavior Scale (TIWBS). The information was gathered from a sample of 2,024 teachers working in Kuwait's public schools through an online survey.FindingsThe results revealed that social media, YouTube, PowerPoint and games were the most common open resources used by teachers. Teachers' responses on the TILCS showed that observation was the most common among teachers and exploration was the second. Responses on the TIWBS showed that idea generation was the highest. When using OER, the results showed that all five subscales of the TILCS and all four subscales of the TIWBS were linked in a good way.Research limitations/implicationsThis study had several limitations that should be considered in future research. First, the data collection method was self-report. Future research necessitates adopting qualitative methods such as participant observations where IWB can be monitored and documented. Another limitation is almost all teachers have smartphone with Internet access, which may have affected the results. This situation might not be found in other countries since a large percentage of young people in Kuwait use information and communication technology as is the case in other Gulf region countries.Practical implicationsThis study expects that this kind of support will be reflected on teachers' IWB which accelerates teachers' movement toward upper IWB tasks such as idea promotion and idea realization. This support will motivate teachers to transform teachers' innovative ideas into useful applications and try to assist teachers' colleagues through conducting workshops or inviting well-known educators to present their experiences to school personnel.Social implicationsThis study can be a guide to help teachers be independent, self-directed, problem-solving-oriented and internally motivated by incorporating the assumptions of andragogy theory. Furthermore, this study points out the high tendency of teachers to use OER and helps to plan teachers' profe
{"title":"Teachers' informal learning characteristics in using open educational resources in relation to their innovative work behavior","authors":"H. M. Al-Awidi, S. Al-Furaih","doi":"10.1108/ijilt-03-2022-0057","DOIUrl":"https://doi.org/10.1108/ijilt-03-2022-0057","url":null,"abstract":"PurposeInformal learning is an effective and motivating strategy to support the learning process. Informal learning has received increased attention recently due to the coronavirus disease 2019 (COVID-19) pandemic. However, finding effective ways to facilitate innovative teaching and learning through open educational resources (OER) is a vital issue. The purpose of the current study is to investigate the informal learning characteristics (ILC) (i.e. observation, imitation, exploration, innovation and articulation) of teachers in using OER and whether these characteristics have any relationship with teachers' innovative work behavior (IWB, i.e. opportunity exploration, idea generation, idea promotion and idea realization) in schools.Design/methodology/approachThe current study utilized a descriptive quantitative survey approach. A survey with three parts was developed: the Open Educational Resources Scale (OERS), the Teachers' Informal Learning Characteristics Scale (TILCS) and the Teachers' Innovative Work Behavior Scale (TIWBS). The information was gathered from a sample of 2,024 teachers working in Kuwait's public schools through an online survey.FindingsThe results revealed that social media, YouTube, PowerPoint and games were the most common open resources used by teachers. Teachers' responses on the TILCS showed that observation was the most common among teachers and exploration was the second. Responses on the TIWBS showed that idea generation was the highest. When using OER, the results showed that all five subscales of the TILCS and all four subscales of the TIWBS were linked in a good way.Research limitations/implicationsThis study had several limitations that should be considered in future research. First, the data collection method was self-report. Future research necessitates adopting qualitative methods such as participant observations where IWB can be monitored and documented. Another limitation is almost all teachers have smartphone with Internet access, which may have affected the results. This situation might not be found in other countries since a large percentage of young people in Kuwait use information and communication technology as is the case in other Gulf region countries.Practical implicationsThis study expects that this kind of support will be reflected on teachers' IWB which accelerates teachers' movement toward upper IWB tasks such as idea promotion and idea realization. This support will motivate teachers to transform teachers' innovative ideas into useful applications and try to assist teachers' colleagues through conducting workshops or inviting well-known educators to present their experiences to school personnel.Social implicationsThis study can be a guide to help teachers be independent, self-directed, problem-solving-oriented and internally motivated by incorporating the assumptions of andragogy theory. Furthermore, this study points out the high tendency of teachers to use OER and helps to plan teachers' profe","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43655418","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 : 2023-02-10DOI: 10.1108/ijilt-10-2022-0206
S. Braxton
PurposeRecognizing, tracking and providing mechanisms for sharing an individual's comprehensive record of learning is necessary and essential for both her agency over and ability to manage sharing her qualifications with parties whom she desires to be aware of her learning record. In doing so, she may capture and present degrees, certifications, microcredentials or badges representing varying levels of knowledge, skill and abilities (KSAs) achieved in both formal and informal educational experiences. This paper aims to discuss the aforementioned ideas.Design/methodology/approachIn the USA, competency frameworks are gaining more solid footing with both higher education institutions and employers as both move to address the changing landscape of education-to-work preparation and the relationships that exist between them. The need to support lifelong learning and the various pathways that individuals traverse in and out of educational pursuits and the workforce require a more personalized approach.FindingsThis paper will discuss the drivers of the newfound traction of competency frameworks among higher education and employers within the USA, present examples of the frameworks and how they are being applied to address the common interests of educators, employers and the learner/earners, and explain the role badges and microcredentials play in capturing and recognizing the broad spectrum of learning, skills and competencies achieved by an individual throughout the lifelong learning journey.Originality/valueThe digital badging taxonomy and concept of using badges as a representation of a unit of competency, both introduced in this paper, provide a unique strategy for contextualizing the relationship between levels of cognitive domain recognized in academic settings and the language of KSAs used by employers.
{"title":"Competency frameworks, alternative credentials and the evolving relationship of higher education and employers in recognizing skills and achievements","authors":"S. Braxton","doi":"10.1108/ijilt-10-2022-0206","DOIUrl":"https://doi.org/10.1108/ijilt-10-2022-0206","url":null,"abstract":"PurposeRecognizing, tracking and providing mechanisms for sharing an individual's comprehensive record of learning is necessary and essential for both her agency over and ability to manage sharing her qualifications with parties whom she desires to be aware of her learning record. In doing so, she may capture and present degrees, certifications, microcredentials or badges representing varying levels of knowledge, skill and abilities (KSAs) achieved in both formal and informal educational experiences. This paper aims to discuss the aforementioned ideas.Design/methodology/approachIn the USA, competency frameworks are gaining more solid footing with both higher education institutions and employers as both move to address the changing landscape of education-to-work preparation and the relationships that exist between them. The need to support lifelong learning and the various pathways that individuals traverse in and out of educational pursuits and the workforce require a more personalized approach.FindingsThis paper will discuss the drivers of the newfound traction of competency frameworks among higher education and employers within the USA, present examples of the frameworks and how they are being applied to address the common interests of educators, employers and the learner/earners, and explain the role badges and microcredentials play in capturing and recognizing the broad spectrum of learning, skills and competencies achieved by an individual throughout the lifelong learning journey.Originality/valueThe digital badging taxonomy and concept of using badges as a representation of a unit of competency, both introduced in this paper, provide a unique strategy for contextualizing the relationship between levels of cognitive domain recognized in academic settings and the language of KSAs used by employers.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47039527","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 : 2023-02-03DOI: 10.1108/ijilt-05-2022-0114
Ruchika Vatsa, P. Bhatnagar
PurposeThe purpose of this paper is to apply systems modeling to explore the usability of the online learning platform in the future compared to its usefulness during the pandemic era.Design/methodology/approachThe applied systems research methodology has been used to develop a stock-flow model encompassing enablers and constraints for learning platform usage from the primary data collected through a survey of 163 respondents.FindingsThe model simulation observed promising trends over one year for online learning platforms provided the challenges are reduced in seven to eight months. Challenges linked to the Internet and interaction need must be removed for future usage.Research limitations/implicationsThe results of the survey and model simulation suggest actions for product planning and development of online learning platforms based on customer insights. Product customization and feature enhancement will be required for the continued usability of online learning products. Actions for Internet service providers are to capture the online learner market by removing issues of Internet access bandwidth, and quality of content. Also, there should be sufficient teacher–student interaction in the online learning mode.Originality/valueThis is an original study using systems modeling to evaluate factors contributing to students' intention to use online learning conducted at Dayalbagh Educational Institute (Deemed to be University) Dayalbagh Agra, UP, India, 282005.
{"title":"A system modeling approach to simulate post-COVID-19 student intention to use online learning platforms","authors":"Ruchika Vatsa, P. Bhatnagar","doi":"10.1108/ijilt-05-2022-0114","DOIUrl":"https://doi.org/10.1108/ijilt-05-2022-0114","url":null,"abstract":"PurposeThe purpose of this paper is to apply systems modeling to explore the usability of the online learning platform in the future compared to its usefulness during the pandemic era.Design/methodology/approachThe applied systems research methodology has been used to develop a stock-flow model encompassing enablers and constraints for learning platform usage from the primary data collected through a survey of 163 respondents.FindingsThe model simulation observed promising trends over one year for online learning platforms provided the challenges are reduced in seven to eight months. Challenges linked to the Internet and interaction need must be removed for future usage.Research limitations/implicationsThe results of the survey and model simulation suggest actions for product planning and development of online learning platforms based on customer insights. Product customization and feature enhancement will be required for the continued usability of online learning products. Actions for Internet service providers are to capture the online learner market by removing issues of Internet access bandwidth, and quality of content. Also, there should be sufficient teacher–student interaction in the online learning mode.Originality/valueThis is an original study using systems modeling to evaluate factors contributing to students' intention to use online learning conducted at Dayalbagh Educational Institute (Deemed to be University) Dayalbagh Agra, UP, India, 282005.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41635344","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 : 2022-12-27DOI: 10.1108/ijilt-06-2022-0135
Camilla Hällgren, Åsa Björk
PurposeBut, so far, little is known about what this means to young people in their lives and how educators and others can support them. Most studies to date investigate digital technology use as a discrete phenomenon and few studies concern young people's identity practices in contexts, as they occur. In an increasingly digital world, where dependency on digital technologies continues this forms an urgent knowledge gap to bridge. In particular to guide educators and others, who support young people as they live and learn through interconnected spaces in and out of school. This conceptual paper is of importance to better understand how to bridge this gap.Design/methodology/approachThis conceptual paper takes identity, digital technology, young people and education as a combined starting point and suggests how to research young people's identity practices in and out of school. Today's young people form their identities in a world that is increasingly imbued by digital technologies. What is evident too is that these technologies and the use of them are not restricted to one single context. Rather, digital technologies mediate multiple contexts simultaneously – to an extent where they collapse. This means that school and leisure time, public and private, digital and analog, virtual and material, time and place, social contexts and audiences, through digital technology, merge in various ways in young people's identity practices and everyday life.FindingsThis conceptual paper is of importance to better understand how to bridge this gap. It addresses digital technology, identity, young people and education as a combined starting point to outline research questions.Research limitations/implicationsIt addresses identity, digital technology, young people and education as a combined starting point to outline research questions. The Guided Tour Technique and Social Media Research is suggested as possible methodologies for both ontologically and ethically sensitive, empirical research. The paper ends with concluding remarks on the relevance and significance of the proposed research approach.Originality/valueThe Guided Tour Technique and Social Media Research is suggested as possible methodologies for both ontologically and ethically sensitive, empirical research. The paper finishes with reflections on theory and potential advancement of new knowledge.
{"title":"Young people's identities in digital worlds","authors":"Camilla Hällgren, Åsa Björk","doi":"10.1108/ijilt-06-2022-0135","DOIUrl":"https://doi.org/10.1108/ijilt-06-2022-0135","url":null,"abstract":"PurposeBut, so far, little is known about what this means to young people in their lives and how educators and others can support them. Most studies to date investigate digital technology use as a discrete phenomenon and few studies concern young people's identity practices in contexts, as they occur. In an increasingly digital world, where dependency on digital technologies continues this forms an urgent knowledge gap to bridge. In particular to guide educators and others, who support young people as they live and learn through interconnected spaces in and out of school. This conceptual paper is of importance to better understand how to bridge this gap.Design/methodology/approachThis conceptual paper takes identity, digital technology, young people and education as a combined starting point and suggests how to research young people's identity practices in and out of school. Today's young people form their identities in a world that is increasingly imbued by digital technologies. What is evident too is that these technologies and the use of them are not restricted to one single context. Rather, digital technologies mediate multiple contexts simultaneously – to an extent where they collapse. This means that school and leisure time, public and private, digital and analog, virtual and material, time and place, social contexts and audiences, through digital technology, merge in various ways in young people's identity practices and everyday life.FindingsThis conceptual paper is of importance to better understand how to bridge this gap. It addresses digital technology, identity, young people and education as a combined starting point to outline research questions.Research limitations/implicationsIt addresses identity, digital technology, young people and education as a combined starting point to outline research questions. The Guided Tour Technique and Social Media Research is suggested as possible methodologies for both ontologically and ethically sensitive, empirical research. The paper ends with concluding remarks on the relevance and significance of the proposed research approach.Originality/valueThe Guided Tour Technique and Social Media Research is suggested as possible methodologies for both ontologically and ethically sensitive, empirical research. The paper finishes with reflections on theory and potential advancement of new knowledge.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48805940","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 : 2022-12-20DOI: 10.1108/ijilt-07-2022-0143
Teresa Cerratto Pargman
PurposeThe purpose of this commentary is to comment on Fischer's et al. (2022)Design/methodology/approachThis commentary responds to Fischer's et al. (2022) call on envisioning alternate conceptualizations of learning for the digital era. In doing so, the author argues for reconsidering learning in its socio-material condition, situated and made of a web of social and technological relations. In this context, the author takes a relational lens on learning to interrogate taken-for-granted views of (1) personalizing data increasingly used for student learning, (2) emerging educational infrastructures for higher education and (3) the student–teacher relationship mediated by data and algorithms.FindingsIn this commentary, the author suggested unpacking assumptions about learning that get reflected in the design and discourses about socio-technical arrangements and transformations in education. Taking the example of personalized learning, the author has illustrated a relational mode of thinking that leads the author to argue that, renewed definitions of learning must be discussed multidimensionally and, most importantly, situated in the material world that learning is already part of.Research limitations/implicationsFollowing Fischer et al. (2022, this issue), the author agrees that the focus should be on finding “new ways of organizing learning by exploring opportunities for radically new conceptualizations and practices.” In order to do that it is of utmost importance to problematize the social and material conditions that actively configure learning today and infrastructure tomorrow's learning. Hopefully, these observations will entice others to discuss further the educational transformations at stake in the age of datafication and algorithmic decision-making.Originality/valueThe author argues for reconsidering learning in its socio-material condition, which is situated and made of a web of social and technological relations. In this context, the author argues that any attempt to reconceptualize learning from a transformational perspective in the 21st century, as mentioned by Fischer et al. (2022), needs to interrogate views and assumptions about the socio-technical relationships researchers, practitioners and educators are contributing to via their practices and discourses.
{"title":"Reconsidering learning in a socio-material world. A response to Fischer et al.'s contribution","authors":"Teresa Cerratto Pargman","doi":"10.1108/ijilt-07-2022-0143","DOIUrl":"https://doi.org/10.1108/ijilt-07-2022-0143","url":null,"abstract":"PurposeThe purpose of this commentary is to comment on Fischer's et al. (2022)Design/methodology/approachThis commentary responds to Fischer's et al. (2022) call on envisioning alternate conceptualizations of learning for the digital era. In doing so, the author argues for reconsidering learning in its socio-material condition, situated and made of a web of social and technological relations. In this context, the author takes a relational lens on learning to interrogate taken-for-granted views of (1) personalizing data increasingly used for student learning, (2) emerging educational infrastructures for higher education and (3) the student–teacher relationship mediated by data and algorithms.FindingsIn this commentary, the author suggested unpacking assumptions about learning that get reflected in the design and discourses about socio-technical arrangements and transformations in education. Taking the example of personalized learning, the author has illustrated a relational mode of thinking that leads the author to argue that, renewed definitions of learning must be discussed multidimensionally and, most importantly, situated in the material world that learning is already part of.Research limitations/implicationsFollowing Fischer et al. (2022, this issue), the author agrees that the focus should be on finding “new ways of organizing learning by exploring opportunities for radically new conceptualizations and practices.” In order to do that it is of utmost importance to problematize the social and material conditions that actively configure learning today and infrastructure tomorrow's learning. Hopefully, these observations will entice others to discuss further the educational transformations at stake in the age of datafication and algorithmic decision-making.Originality/valueThe author argues for reconsidering learning in its socio-material condition, which is situated and made of a web of social and technological relations. In this context, the author argues that any attempt to reconceptualize learning from a transformational perspective in the 21st century, as mentioned by Fischer et al. (2022), needs to interrogate views and assumptions about the socio-technical relationships researchers, practitioners and educators are contributing to via their practices and discourses.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43343033","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 : 2022-12-05DOI: 10.1108/ijilt-09-2022-0182
Esam Osman, Glenn Hardaker, Liyana Eliza Glenn
PurposeOverall quantitative research aims to observe certain fundamental principles of logic and scientific frame of reasoning. There continues to be challenges on how quantitative research is conducted in the field of information systems.Design/methodology/approachStructured equation modelling (SEM) research identifies concerns about the standard of scientific enquiry method, the issue of the misconception of sustaining the consequent and the issue of collective validity. Therefore, rigor and robustness in instrument validity, constructs validity and path analysis validity maybe better achieved by attending to these three concerns. Measuring a multiple mediator construct in a hypothetical model continues to be a challenge for researchers in information systems research and related fields.FindingsThis paper aims to provide a thoughtful assessment of the contemporary issues of structural equation modelling methodology (SEMM), by providing rigid and robust SEMM that has several stages in specifying valid multiple mediators construct and the process to measuring in a path analysis model. This paper attempts to develop each stage of the methodology using relevant research to construct a methodology specified to test effects in multiple mediators in SEM using AMOS software. The methodology developed contains the two main phases; first is prior to data collection phase and the second phase is after the data collection, the use of this methodology design, for implementation, intended to support high methodological standards and subsequent quality in MIS research findings.Originality/valueThe research paper provides SEMM that has several stages in specifying valid multiple mediators construct and the process to measuring in a path analysis model.
{"title":"Implementing structural equation modelling and multiple mediator models for management information systems","authors":"Esam Osman, Glenn Hardaker, Liyana Eliza Glenn","doi":"10.1108/ijilt-09-2022-0182","DOIUrl":"https://doi.org/10.1108/ijilt-09-2022-0182","url":null,"abstract":"PurposeOverall quantitative research aims to observe certain fundamental principles of logic and scientific frame of reasoning. There continues to be challenges on how quantitative research is conducted in the field of information systems.Design/methodology/approachStructured equation modelling (SEM) research identifies concerns about the standard of scientific enquiry method, the issue of the misconception of sustaining the consequent and the issue of collective validity. Therefore, rigor and robustness in instrument validity, constructs validity and path analysis validity maybe better achieved by attending to these three concerns. Measuring a multiple mediator construct in a hypothetical model continues to be a challenge for researchers in information systems research and related fields.FindingsThis paper aims to provide a thoughtful assessment of the contemporary issues of structural equation modelling methodology (SEMM), by providing rigid and robust SEMM that has several stages in specifying valid multiple mediators construct and the process to measuring in a path analysis model. This paper attempts to develop each stage of the methodology using relevant research to construct a methodology specified to test effects in multiple mediators in SEM using AMOS software. The methodology developed contains the two main phases; first is prior to data collection phase and the second phase is after the data collection, the use of this methodology design, for implementation, intended to support high methodological standards and subsequent quality in MIS research findings.Originality/valueThe research paper provides SEMM that has several stages in specifying valid multiple mediators construct and the process to measuring in a path analysis model.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":"104 10","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41256149","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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