Pub Date : 2022-09-26DOI: 10.1108/ijilt-02-2022-0025
Hong Thi Nguyen
PurposeThe study aims to seek the factors affecting perceived online learning enjoyment among university students across Viet Nam.Design/methodology/approachBased on the concept of the technology acceptance model (TAM), this research adopts structural equation modelling (SEM) to analyse data collected from 795 undergraduate students who have gained the experience of online courses in the period of the COVID-19 pandemic.FindingsThe results of this study indicate that both perceived ease of use and perceived usefulness are significant predictors of students' perceived enjoyment in online courses while perceived obstacles are not its direct antecedents. The correlation between perceived ease of use and perceived usefulness is also affirmed in this study. Besides, differences are found based on students' characteristics including gender, grade and academic major.Research limitations/implicationsAs online learning turns education to be learner-centred, it is crucial to have a better understanding of students' perceptions toward this advanced learning method. The insights found in this research may be of interest to educational administrators, aimed at achieving the digital transformation success in education which may adapt to the current trend of Industrial Revolution 4.0.Originality/valueAccording to the best of the knowledge, this research is the first to explore the effect of the group of three predictors including perceived ease of use, perceived usefulness and perceived obstacles on the students' learning enjoyment toward the online learning method, especially in the context of Viet Nam.
{"title":"Determinants of students' perceived enjoyment towards online learning","authors":"Hong Thi Nguyen","doi":"10.1108/ijilt-02-2022-0025","DOIUrl":"https://doi.org/10.1108/ijilt-02-2022-0025","url":null,"abstract":"PurposeThe study aims to seek the factors affecting perceived online learning enjoyment among university students across Viet Nam.Design/methodology/approachBased on the concept of the technology acceptance model (TAM), this research adopts structural equation modelling (SEM) to analyse data collected from 795 undergraduate students who have gained the experience of online courses in the period of the COVID-19 pandemic.FindingsThe results of this study indicate that both perceived ease of use and perceived usefulness are significant predictors of students' perceived enjoyment in online courses while perceived obstacles are not its direct antecedents. The correlation between perceived ease of use and perceived usefulness is also affirmed in this study. Besides, differences are found based on students' characteristics including gender, grade and academic major.Research limitations/implicationsAs online learning turns education to be learner-centred, it is crucial to have a better understanding of students' perceptions toward this advanced learning method. The insights found in this research may be of interest to educational administrators, aimed at achieving the digital transformation success in education which may adapt to the current trend of Industrial Revolution 4.0.Originality/valueAccording to the best of the knowledge, this research is the first to explore the effect of the group of three predictors including perceived ease of use, perceived usefulness and perceived obstacles on the students' learning enjoyment toward the online learning method, especially in the context of Viet Nam.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46609158","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 study was to establish factors hindering teachers’ acceptance of electronic performance system used as an appraisal tool. The study was guided by the following specific research objectives: To establish effects of performance expectancy, effort expectancy, social influence and facilitating condition on teachers’ acceptance of electronic performance system. The study adopted a survey research design subjecting public secondary school teachers in Bomet Central sub-county. Krejcie and Morgan's table and a formula of sample size determination was used to select 196 respondents for the study. Purposive sampling technique was used to target principal, stratified sampling technique with be used to sample from each strata; Languages, Sciences, Humanities, and Creative Arts. Simple random sampling technique was used to sample respondents from each strata. The quantitative data collected was coded and analyzed using the Pearson’s (r) Correlation, regression analysis (R) and ANOVA, SPSS, tables and graphs. Regressing analysis revealed R squared of 0.702, implying that the variables used in this study; resource-based conditions, performance expectancy, effort expectancy and social influence jointly explained 70.2 percent of the variation in the adoption of electronic performance by public secondary school teachers in Bomet Central Sub-County. The study concludes that the selected factors adopted by this study which included resource-based conditions, performance expectancy, effort expectancy and social influence have positive and significant effect on the adoption and implementation of electronic performance by public secondary school teachers in Bomet Central Sub-county. The study thus recommends that the managements of public secondary schools in Bomet central sub county and the country at large should strive to embrace resource-based conditions, performance expectancy, effort expectancy and social influence, since they have been found to have positive effect on the adoption of electronic performance by public secondary school teachers in Bomet Central Sub-county. Keywords: Selected Factors, Performance expectancy, Effort expectancy, Social influence, Resource-based conditions, Adoption of Electronic performance system.
{"title":"Selected Factors and Adoption of Electronic Performance in Public Secondary School Teachers in Bomet Central Sub-County","authors":"Leonard Kipkorir Rutto","doi":"10.53819/81018102t4074","DOIUrl":"https://doi.org/10.53819/81018102t4074","url":null,"abstract":"The purpose of this study was to establish factors hindering teachers’ acceptance of electronic performance system used as an appraisal tool. The study was guided by the following specific research objectives: To establish effects of performance expectancy, effort expectancy, social influence and facilitating condition on teachers’ acceptance of electronic performance system. The study adopted a survey research design subjecting public secondary school teachers in Bomet Central sub-county. Krejcie and Morgan's table and a formula of sample size determination was used to select 196 respondents for the study. Purposive sampling technique was used to target principal, stratified sampling technique with be used to sample from each strata; Languages, Sciences, Humanities, and Creative Arts. Simple random sampling technique was used to sample respondents from each strata. The quantitative data collected was coded and analyzed using the Pearson’s (r) Correlation, regression analysis (R) and ANOVA, SPSS, tables and graphs. Regressing analysis revealed R squared of 0.702, implying that the variables used in this study; resource-based conditions, performance expectancy, effort expectancy and social influence jointly explained 70.2 percent of the variation in the adoption of electronic performance by public secondary school teachers in Bomet Central Sub-County. The study concludes that the selected factors adopted by this study which included resource-based conditions, performance expectancy, effort expectancy and social influence have positive and significant effect on the adoption and implementation of electronic performance by public secondary school teachers in Bomet Central Sub-county. The study thus recommends that the managements of public secondary schools in Bomet central sub county and the country at large should strive to embrace resource-based conditions, performance expectancy, effort expectancy and social influence, since they have been found to have positive effect on the adoption of electronic performance by public secondary school teachers in Bomet Central Sub-county. Keywords: Selected Factors, Performance expectancy, Effort expectancy, Social influence, Resource-based conditions, Adoption of Electronic performance system.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73425754","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 : 2022-09-19DOI: 10.1108/ijilt-11-2021-0170
Nurul Izzah Abdul Aziz, H. Husni, N. Hashim
PurposeThe aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell.Design/methodology/approachThis study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review consists of three main phases starting with planning the review, conducting the review and studying the selection and reporting the results.FindingsAs the result, 10 papers were found that are considered most applicable as they met the review criteria. Based on the 10 papers, 11 design features are found in the current TUIs design features implemented in the tangible system dedicated for dyslexia and reading. The 11 design features are viewed to be fundamental and useful for the groundwork towards designing and developing a comprehensive TUIs design specifically and exclusively meant for dyslexic children learning to read and spell.Originality/valueA critical reading of past literature relating to the TUIs concept reveals that this concept still appears to be under-explored even though it was introduced two decades ago. This systematic literature review highlights directions for future research, involving the dyslexic children early in the design process towards the evaluation of the prototype and finally examining the outcome of TUIs on children's learning.
{"title":"Dyslexia-friendly design features for tangible user interfaces: a systematic literature review","authors":"Nurul Izzah Abdul Aziz, H. Husni, N. Hashim","doi":"10.1108/ijilt-11-2021-0170","DOIUrl":"https://doi.org/10.1108/ijilt-11-2021-0170","url":null,"abstract":"PurposeThe aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell.Design/methodology/approachThis study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review consists of three main phases starting with planning the review, conducting the review and studying the selection and reporting the results.FindingsAs the result, 10 papers were found that are considered most applicable as they met the review criteria. Based on the 10 papers, 11 design features are found in the current TUIs design features implemented in the tangible system dedicated for dyslexia and reading. The 11 design features are viewed to be fundamental and useful for the groundwork towards designing and developing a comprehensive TUIs design specifically and exclusively meant for dyslexic children learning to read and spell.Originality/valueA critical reading of past literature relating to the TUIs concept reveals that this concept still appears to be under-explored even though it was introduced two decades ago. This systematic literature review highlights directions for future research, involving the dyslexic children early in the design process towards the evaluation of the prototype and finally examining the outcome of TUIs on children's learning.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49518913","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 : 2022-09-19DOI: 10.1108/ijilt-04-2022-0079
G. Fischer, Johan Lundin, Ola J. Lindberg
PurposeThe main argument behind this paper is learning in the digital age should not be restricted to creating digital infrastructures for supporting current forms of learning nor taking schools in their current form as God-given, natural entities, but changing current forms of education by developing new frameworks and socio-technical environments for making learning an integral part of life. The authors provide a framework for this argumentation as well as a call-to-action for research on the co-evolution of learning, media, and learning organizations.Design/methodology/approachThis paper theoretically and argumentatively explores the core assumption that the digitalization of society results in challenges and opportunities for learning and education based on fundamental transformations (Collins and Halverson, 2009; Fischer et al., 2020).FindingsThe digital age greatly enhances the opportunities and supports the necessity for “making learning a part of life”. But while the growth of technology is certain, the inevitability of any particular future is not. The impact of schooling goes beyond that new information about computers, the Internet, and social media are integrated into the schools of today. The transformation of schools needs to be informed by an understanding of the impact of mindset formation that will determine people's approach to learning for the rest of their lives. The authors’ framework is focused on moving “beyond gift-wrapping” by not only fixing and existing systems but to change them and not only reforming but transforming them.Originality/valueIt is the authors’ hope that this article will be of interest to many stakeholders (including learners, teachers, curriculum designers, technology experts, parents, and politicians) and provide a foundation for an ongoing debate and informed actions for “Making Learning a Part of Life” in the digital age.
{"title":"The challenge for the digital age: making learning a part of life","authors":"G. Fischer, Johan Lundin, Ola J. Lindberg","doi":"10.1108/ijilt-04-2022-0079","DOIUrl":"https://doi.org/10.1108/ijilt-04-2022-0079","url":null,"abstract":"PurposeThe main argument behind this paper is learning in the digital age should not be restricted to creating digital infrastructures for supporting current forms of learning nor taking schools in their current form as God-given, natural entities, but changing current forms of education by developing new frameworks and socio-technical environments for making learning an integral part of life. The authors provide a framework for this argumentation as well as a call-to-action for research on the co-evolution of learning, media, and learning organizations.Design/methodology/approachThis paper theoretically and argumentatively explores the core assumption that the digitalization of society results in challenges and opportunities for learning and education based on fundamental transformations (Collins and Halverson, 2009; Fischer et al., 2020).FindingsThe digital age greatly enhances the opportunities and supports the necessity for “making learning a part of life”. But while the growth of technology is certain, the inevitability of any particular future is not. The impact of schooling goes beyond that new information about computers, the Internet, and social media are integrated into the schools of today. The transformation of schools needs to be informed by an understanding of the impact of mindset formation that will determine people's approach to learning for the rest of their lives. The authors’ framework is focused on moving “beyond gift-wrapping” by not only fixing and existing systems but to change them and not only reforming but transforming them.Originality/valueIt is the authors’ hope that this article will be of interest to many stakeholders (including learners, teachers, curriculum designers, technology experts, parents, and politicians) and provide a foundation for an ongoing debate and informed actions for “Making Learning a Part of Life” in the digital age.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48831504","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 : 2022-09-15DOI: 10.1108/ijilt-05-2022-0105
I. Jahnke
PurposeFischer et al. (2022) present a framework for rethinking education, including broad design components such as learning-on-demand or learning takes place in the context of authentic problems. How can we bring those design components into practice? I argue that the design of innovative learning approaches for the digital age requires rigor in design and evaluation methods to understand what works and how and why it works.Design/methodology/approachThis case study applies the research to improve approach with iterative steps of design, development, and formative evaluation. Methods to be used are borrowed from user and learning experience fields, such as usability studies and pre/posttests for learning growth.FindingsThe design of digital learning experiences rests on the three dimensions of how learners interact with (a) the digital tool, space, or service; (b) the pedagogical elements of goals, activities, and assessments (e.g. sense-making); and (c) other peers or instructors.Originality/valueThis study provides useful insights on how to conduct research to improve versus research to prove and indicates the importance of data analysis related to the effectiveness, efficiency, and attractiveness of digital learning experiences. Learning experience design and research provides sufficient rigor and could play an important role in new ways of learning in the digital age with the goal “making learning a part of life” as pointed out by Fischer et al. (2022).
{"title":"Quality of digital learning experiences – effective, efficient, and appealing designs?","authors":"I. Jahnke","doi":"10.1108/ijilt-05-2022-0105","DOIUrl":"https://doi.org/10.1108/ijilt-05-2022-0105","url":null,"abstract":"PurposeFischer et al. (2022) present a framework for rethinking education, including broad design components such as learning-on-demand or learning takes place in the context of authentic problems. How can we bring those design components into practice? I argue that the design of innovative learning approaches for the digital age requires rigor in design and evaluation methods to understand what works and how and why it works.Design/methodology/approachThis case study applies the research to improve approach with iterative steps of design, development, and formative evaluation. Methods to be used are borrowed from user and learning experience fields, such as usability studies and pre/posttests for learning growth.FindingsThe design of digital learning experiences rests on the three dimensions of how learners interact with (a) the digital tool, space, or service; (b) the pedagogical elements of goals, activities, and assessments (e.g. sense-making); and (c) other peers or instructors.Originality/valueThis study provides useful insights on how to conduct research to improve versus research to prove and indicates the importance of data analysis related to the effectiveness, efficiency, and attractiveness of digital learning experiences. Learning experience design and research provides sufficient rigor and could play an important role in new ways of learning in the digital age with the goal “making learning a part of life” as pointed out by Fischer et al. (2022).","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45289142","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 : 2022-09-14DOI: 10.1108/ijilt-03-2022-0064
S. Carlsson, Karin K. Flensner, Lars Svensson, Sara Willermark
PurposeDue to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified in vocational teaching practice?Design/methodology/approachThe empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis.FindingsEmergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices.Originality/valueContributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective on vocational competence, the authors enhance the understanding of the importance of a shared socio-material environment.
{"title":"Teaching vocational pupils in their pyjamas: a socio-material perspective on challenges in the age of Covid-19","authors":"S. Carlsson, Karin K. Flensner, Lars Svensson, Sara Willermark","doi":"10.1108/ijilt-03-2022-0064","DOIUrl":"https://doi.org/10.1108/ijilt-03-2022-0064","url":null,"abstract":"PurposeDue to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified in vocational teaching practice?Design/methodology/approachThe empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis.FindingsEmergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices.Originality/valueContributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective on vocational competence, the authors enhance the understanding of the importance of a shared socio-material environment.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47023441","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 : 2022-09-14DOI: 10.1108/ijilt-04-2022-0086
Gerald Schneikart, W. Mayrhofer
PurposeThe objective of the presented pilot study was to test the applicability of a metric to specifically measure performance improvement via a hands-on workshop about collaborative robotics.Design/methodology/approachCandidates interested in acquiring basic practical skills in working with a collaborative robot completed a distance learning exercise in preparation for a hands-on training workshop. The candidates executed a test before and after the workshop for recording the parameters compiled in the tested performance index (PI).FindingsThe results reflected the potential of the tested PI for applications in detecting improvement in practical skill acquisition and revealed potential opportunities for integrating additional performance factors.Research limitations/implicationsThe low number of candidates available limited in-depth analyses of the learning outcomes.Practical implicationsThe study outcomes provide the basis for follow-up projects with larger cohorts of candidates and control groups in order to expedite the development of technology-assisted performance measurements.Social implicationsThe study contributes to research on performance improvement and prediction of learning outcomes, which is imperative to this emerging field in learning analytics.Originality/valueThe development of the presented PI addresses a scientific gap in learning analytics, i.e. the objective measurement of performance improvement and prediction along skill-intensive training courses. This paper presents an improved version of the PI, which was published at the 12th Conference on Learning Factories, Singapore, April 2022.
{"title":"Objectively measuring learning outcomes of information technology-assisted training courses","authors":"Gerald Schneikart, W. Mayrhofer","doi":"10.1108/ijilt-04-2022-0086","DOIUrl":"https://doi.org/10.1108/ijilt-04-2022-0086","url":null,"abstract":"PurposeThe objective of the presented pilot study was to test the applicability of a metric to specifically measure performance improvement via a hands-on workshop about collaborative robotics.Design/methodology/approachCandidates interested in acquiring basic practical skills in working with a collaborative robot completed a distance learning exercise in preparation for a hands-on training workshop. The candidates executed a test before and after the workshop for recording the parameters compiled in the tested performance index (PI).FindingsThe results reflected the potential of the tested PI for applications in detecting improvement in practical skill acquisition and revealed potential opportunities for integrating additional performance factors.Research limitations/implicationsThe low number of candidates available limited in-depth analyses of the learning outcomes.Practical implicationsThe study outcomes provide the basis for follow-up projects with larger cohorts of candidates and control groups in order to expedite the development of technology-assisted performance measurements.Social implicationsThe study contributes to research on performance improvement and prediction of learning outcomes, which is imperative to this emerging field in learning analytics.Originality/valueThe development of the presented PI addresses a scientific gap in learning analytics, i.e. the objective measurement of performance improvement and prediction along skill-intensive training courses. This paper presents an improved version of the PI, which was published at the 12th Conference on Learning Factories, Singapore, April 2022.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44985498","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 aim of every business organization is to survive amid the competition and the turbulent nature of business environment. The purpose of this study was to examine the relationship between information system development approaches and organizational competitive advantage of business organizations in Port Harcourt, Rivers State, Nigeria. The study adopted the explanatory and quantitative method, hence correlational research design is employed to investigate the correlation between the study variables with target population of 45 respondents as the study population. Krejcie and Morgan determination table was used to derived the study sample size of (40) participants. The closed ended structured 4 points Likert scale Questionnaire was constructed for use in data gathering. Collected data were coded into a format and analysed with the aid of Pearson Product Moment Correlation Coefficient Statistics and presented using Statistical Package for Social Sciences (SPSS) software package for ease of interpretations. The findings showed low and moderate significant relationship between the first dimension of information system development approaches -Waterfall approach and the two measures of organizational competitive advantage – customers’ requirement and business performance. The second dimension of information system development approaches – Agile Management Approach significantly correlates with the two measures of organizational competitive advantage – customers’ requirements and business performance. Therefore, we recommended that, when developing information system for business organizations, the aims and objectives should determine the recommended approach to be used by system developers. Keywords: Information System Development Approaches, Waterfall Approach, Agile Management Approach, Organizational Competitive Advantage
{"title":"Information System Development Approaches and Organizational Competitive Advantage of Business Organizations in Port Harcourt, Rivers State, Nigeria","authors":"A. Bestman","doi":"10.53819/81018102t4070","DOIUrl":"https://doi.org/10.53819/81018102t4070","url":null,"abstract":"The aim of every business organization is to survive amid the competition and the turbulent nature of business environment. The purpose of this study was to examine the relationship between information system development approaches and organizational competitive advantage of business organizations in Port Harcourt, Rivers State, Nigeria. The study adopted the explanatory and quantitative method, hence correlational research design is employed to investigate the correlation between the study variables with target population of 45 respondents as the study population. Krejcie and Morgan determination table was used to derived the study sample size of (40) participants. The closed ended structured 4 points Likert scale Questionnaire was constructed for use in data gathering. Collected data were coded into a format and analysed with the aid of Pearson Product Moment Correlation Coefficient Statistics and presented using Statistical Package for Social Sciences (SPSS) software package for ease of interpretations. The findings showed low and moderate significant relationship between the first dimension of information system development approaches -Waterfall approach and the two measures of organizational competitive advantage – customers’ requirement and business performance. The second dimension of information system development approaches – Agile Management Approach significantly correlates with the two measures of organizational competitive advantage – customers’ requirements and business performance. Therefore, we recommended that, when developing information system for business organizations, the aims and objectives should determine the recommended approach to be used by system developers. Keywords: Information System Development Approaches, Waterfall Approach, Agile Management Approach, Organizational Competitive Advantage","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76222709","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 : 2022-09-08DOI: 10.1108/ijilt-03-2022-0070
Jussara Reis-Andersson
PurposeThis paper is aimed at describing and analysing what school organisers express when they network to expand the access and application of digital technologies in educational systems. Digital technologies develop rapidly in society, creating challenges and opportunities in people’s lives. Schools have an important task: to prepare young people for a future permeated by digital technology.Design/methodology/approachParticipant observations and semi-structured interviews were used to describe and analyse how school organisers describe digitalisation work in the educational system.FindingsThe findings show that school organisers describe digital competence and providing support to schools as being important for expanding the access and application of digital technologies in the educational system. They also talk about equality connected to digitalisation work, changes in organisations, the importance of a holistic perspective, and a gold thread. They furthermore explain that networks, a sharing culture, good relations, and good communication enable digitalisation work. In addition, they point out that the lack of time, attitudes towards digital technologies, the lack of digital competence, and resistance to change are some of the constraints for digital technologies in the educational system.Practical implicationsSchool organisers need to implement digitalisation policies, which can be problematic because they work strategically to support operational activities.Originality/valueThis paper contributes knowledge about school organisers’ work to expand the access and application of digital technologies in the educational system.
{"title":"School organisers’ expression on the expansion of the access and application of digital technologies in educational systems","authors":"Jussara Reis-Andersson","doi":"10.1108/ijilt-03-2022-0070","DOIUrl":"https://doi.org/10.1108/ijilt-03-2022-0070","url":null,"abstract":"PurposeThis paper is aimed at describing and analysing what school organisers express when they network to expand the access and application of digital technologies in educational systems. Digital technologies develop rapidly in society, creating challenges and opportunities in people’s lives. Schools have an important task: to prepare young people for a future permeated by digital technology.Design/methodology/approachParticipant observations and semi-structured interviews were used to describe and analyse how school organisers describe digitalisation work in the educational system.FindingsThe findings show that school organisers describe digital competence and providing support to schools as being important for expanding the access and application of digital technologies in the educational system. They also talk about equality connected to digitalisation work, changes in organisations, the importance of a holistic perspective, and a gold thread. They furthermore explain that networks, a sharing culture, good relations, and good communication enable digitalisation work. In addition, they point out that the lack of time, attitudes towards digital technologies, the lack of digital competence, and resistance to change are some of the constraints for digital technologies in the educational system.Practical implicationsSchool organisers need to implement digitalisation policies, which can be problematic because they work strategically to support operational activities.Originality/valueThis paper contributes knowledge about school organisers’ work to expand the access and application of digital technologies in the educational system.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47266220","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}
Hevi Herlina Ullu, Budiman Baso, Risald Risald, P. G. Manek, Debora Chrisinta
Tenun merupakan warisan budaya Indonesia yang harus dilestarikan dan dijaga. Pendataan tenun secara komputerisasi merupakan salah satu bentuk pelestarian tenun pada bidang teknologi khususnya dibidang penolahan citra digital. Pendataan dapat dilakukan dengan pengenalan pola motif tenun. Untuk mendapatkan informasi citra tenun yang akan digunakan dalam pengenalan pola, proses ekstraksi fitur merupakan hal yang penting. Informasi dari hasil ekstraksi fitur dapat digunakan dalam proses pegenalan pola berupa klasifikasi dan temu kembali citra. Penelitian ini akan mengekstraksi fitur citra tenun Timor. Ekstraksi fitur tekstur menggunakan metode Gray Level Co-Occurrence Matrix (GLCM). Hasil ekstraksi fitur dapat digunakan untuk pendataan citra tenun Timor serta juga dapat digunakan untuk klasifikasi motif tenun Timor. Pengujian menggunakan lima sampel citra tenun Timor. Hasil penelitian ini menunjukan bahwa nilai parameter dari metode GLCM meliputi fitur Contrast, Correlation, Energy dan Homogenity. Fitur-fitur yang diperoleh dapat digunakan untuk proses klasifikasi dan pengenalan pola citra tenun Timor.
{"title":"Ektraksi Fitur Berbasis Tekstur Pada Citra Tenun Timor Menggunakan Metode Gray Level Co-occurrence Matrix (GLCM)","authors":"Hevi Herlina Ullu, Budiman Baso, Risald Risald, P. G. Manek, Debora Chrisinta","doi":"10.32938/jitu.v2i2.3245","DOIUrl":"https://doi.org/10.32938/jitu.v2i2.3245","url":null,"abstract":"Tenun merupakan warisan budaya Indonesia yang harus dilestarikan dan dijaga. Pendataan tenun secara komputerisasi merupakan salah satu bentuk pelestarian tenun pada bidang teknologi khususnya dibidang penolahan citra digital. Pendataan dapat dilakukan dengan pengenalan pola motif tenun. Untuk mendapatkan informasi citra tenun yang akan digunakan dalam pengenalan pola, proses ekstraksi fitur merupakan hal yang penting. Informasi dari hasil ekstraksi fitur dapat digunakan dalam proses pegenalan pola berupa klasifikasi dan temu kembali citra. \u0000Penelitian ini akan mengekstraksi fitur citra tenun Timor. Ekstraksi fitur tekstur menggunakan metode Gray Level Co-Occurrence Matrix (GLCM). Hasil ekstraksi fitur dapat digunakan untuk pendataan citra tenun Timor serta juga dapat digunakan untuk klasifikasi motif tenun Timor. Pengujian menggunakan lima sampel citra tenun Timor. Hasil penelitian ini menunjukan bahwa nilai parameter dari metode GLCM meliputi fitur Contrast, Correlation, Energy dan Homogenity. Fitur-fitur yang diperoleh dapat digunakan untuk proses klasifikasi dan pengenalan pola citra tenun Timor.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81177916","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：