Pub Date : 2022-06-22DOI: 10.1108/ijilt-12-2021-0186
A. Devisakti, Muhammad Muftahu
PurposeThe advancement of technology in the last decades transformed the education from mortar and brick into online teaching and learning. It also changed the assessments from paper-based to technology-supported assessments. This study aims to examine how technology support student's online assessments in higher education institutions from diverse background.Design/methodology/approachData were collected from 411 undergraduates in both public and private universities in Malaysia and analysed using partial least square-structural equation modelling.FindingsThe findings implied that performance expectancy and resources-facilitating conditions have a positive significant relationship with behavioural intention. IT experience moderates the relationship between effort expectancy, social influence and behaviour intention to use online assessment.Originality/valueThis study offered new insights into the intention to use online assessment among diverse student's background.
{"title":"Does online assessments support of students in higher education? The moderating role of IT experience","authors":"A. Devisakti, Muhammad Muftahu","doi":"10.1108/ijilt-12-2021-0186","DOIUrl":"https://doi.org/10.1108/ijilt-12-2021-0186","url":null,"abstract":"PurposeThe advancement of technology in the last decades transformed the education from mortar and brick into online teaching and learning. It also changed the assessments from paper-based to technology-supported assessments. This study aims to examine how technology support student's online assessments in higher education institutions from diverse background.Design/methodology/approachData were collected from 411 undergraduates in both public and private universities in Malaysia and analysed using partial least square-structural equation modelling.FindingsThe findings implied that performance expectancy and resources-facilitating conditions have a positive significant relationship with behavioural intention. IT experience moderates the relationship between effort expectancy, social influence and behaviour intention to use online assessment.Originality/valueThis study offered new insights into the intention to use online assessment among diverse student's background.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46319229","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 : 2022-06-14DOI: 10.1108/ijilt-09-2021-0142
Tiffany DeJaynes
PurposeThe following article examines the playful composing practices of two youth who built on their backgrounds as fan fiction writers, role-players, visual artists and gamers to co-author a multimodal novel across mediated spaces for composing throughout their high school careers.Design/methodology/approachThe study draws on “connected ethnography” and qualitative practitioner inquiry to examine the playful composing practices of two urban youth.FindingsThe study demonstrates the playful, multimodal composing practices of youth – for learning, affiliation and leisure. Participants’ creative use of digital media reveals robust and productive composing practices that rely on collaboration; extensive multimodal experimentation (e.g. transmediation, the creation of paratexts and worldbuilding); and shared and individual expertise and socialization in various media communities (e.g. gaming and fan fiction).Research limitations/implicationsThe study is limited by its small scope.Practical implicationsParticipants’ leisure writing activities offer important insights into multimodal play, composing, collaboration and co-authorship.Social implicationsSchools have been slow to take up the multimodal and collaborative approaches to writing. The article offers implications for reimagining writing and the teaching of writing through creativity, play and collaboration.Originality/valueThe author argues that collaborative, multimodal authorship offers a social outlet, peer connection, and creative possibilities for writing development both in face-to-face and fully digital learning environments, something especially important to consider amid the unexpected surge of online learning due to COVID-19.
{"title":"Composing as play: a vision for collaborative, multimodal authorship","authors":"Tiffany DeJaynes","doi":"10.1108/ijilt-09-2021-0142","DOIUrl":"https://doi.org/10.1108/ijilt-09-2021-0142","url":null,"abstract":"PurposeThe following article examines the playful composing practices of two youth who built on their backgrounds as fan fiction writers, role-players, visual artists and gamers to co-author a multimodal novel across mediated spaces for composing throughout their high school careers.Design/methodology/approachThe study draws on “connected ethnography” and qualitative practitioner inquiry to examine the playful composing practices of two urban youth.FindingsThe study demonstrates the playful, multimodal composing practices of youth – for learning, affiliation and leisure. Participants’ creative use of digital media reveals robust and productive composing practices that rely on collaboration; extensive multimodal experimentation (e.g. transmediation, the creation of paratexts and worldbuilding); and shared and individual expertise and socialization in various media communities (e.g. gaming and fan fiction).Research limitations/implicationsThe study is limited by its small scope.Practical implicationsParticipants’ leisure writing activities offer important insights into multimodal play, composing, collaboration and co-authorship.Social implicationsSchools have been slow to take up the multimodal and collaborative approaches to writing. The article offers implications for reimagining writing and the teaching of writing through creativity, play and collaboration.Originality/valueThe author argues that collaborative, multimodal authorship offers a social outlet, peer connection, and creative possibilities for writing development both in face-to-face and fully digital learning environments, something especially important to consider amid the unexpected surge of online learning due to COVID-19.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46916434","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 : 2022-06-07DOI: 10.1108/ijilt-11-2021-0166
Saleh Abdullah Alkhabra
PurposeThe study aimed to explore and understand the perceptions of students, teachers and management about the distance learning and student learning at University of Hail (UOH) amid the COVID-19 pandemic, to identify whether student learning needs are being addressed in (UOH). This is facilitated through the use of interaction of distance learner with their peer groups, faculty members and assistants using different modes of interactions such as computers, internets such as chats and yahoo groups and mobile phones. These features of UOH approach toward learning are among the constructivist approach.Design/methodology/approach A qualitative research methodology was used to attain the objectives of this study. Looking into the nature, aim and objectives of the research study, semi-structured interviews were suitable and case studies, in total 11 interviews were conducted; five interviews were conducted from the students, three from the faculty members and three from the university administration. An interview guide was developed to conduct the interviews on the basis of themes such as training and development, performance management and firm performance. The data analysis suggests that UOH adopts quite a lot of main features of social constructivist approach of learning and teaching. This study finds that UOH adopts student-centered approach and provides the students opportunities to learn from real-life scenarios through case studies and projects.FindingsThis study has certain important theoretical contributions and implications for policy makers and managers; this study contributes to the distance learning education literature by exploring and understanding the perceptions of students, faculty members and management about the learning at UOH. The results of this study may be used by teachers and other instructional designers to improve materials for emergency distance learning.Research limitations/implicationsThis study contains certain limitations. One key limitation is the limited number of interviews originating from lack of time and problems in accessing the university. Hence, more interviews would have provided a more detailed picture of the learning at UOH. Another limitation is the context based nature of this study, not allowing generalization of the results. Nevertheless, generalizations were not amongst the purposes of this study and hence were never intended. Due to this limitation findings can be argued as applicable and meaningful to a certain degree as determined by other researchers and practitioners.Originality/valueThis research also focuses on the social constructivist approach to distance learning by examining and analyzing how learning at UOH appears to align with the constructivist approach's learning values.
{"title":"An exploration of applicability of social constructivism approach in distance learning amid the COVID-19 pandemic; the case study of Hail University (UOH)","authors":"Saleh Abdullah Alkhabra","doi":"10.1108/ijilt-11-2021-0166","DOIUrl":"https://doi.org/10.1108/ijilt-11-2021-0166","url":null,"abstract":"PurposeThe study aimed to explore and understand the perceptions of students, teachers and management about the distance learning and student learning at University of Hail (UOH) amid the COVID-19 pandemic, to identify whether student learning needs are being addressed in (UOH). This is facilitated through the use of interaction of distance learner with their peer groups, faculty members and assistants using different modes of interactions such as computers, internets such as chats and yahoo groups and mobile phones. These features of UOH approach toward learning are among the constructivist approach.Design/methodology/approach A qualitative research methodology was used to attain the objectives of this study. Looking into the nature, aim and objectives of the research study, semi-structured interviews were suitable and case studies, in total 11 interviews were conducted; five interviews were conducted from the students, three from the faculty members and three from the university administration. An interview guide was developed to conduct the interviews on the basis of themes such as training and development, performance management and firm performance. The data analysis suggests that UOH adopts quite a lot of main features of social constructivist approach of learning and teaching. This study finds that UOH adopts student-centered approach and provides the students opportunities to learn from real-life scenarios through case studies and projects.FindingsThis study has certain important theoretical contributions and implications for policy makers and managers; this study contributes to the distance learning education literature by exploring and understanding the perceptions of students, faculty members and management about the learning at UOH. The results of this study may be used by teachers and other instructional designers to improve materials for emergency distance learning.Research limitations/implicationsThis study contains certain limitations. One key limitation is the limited number of interviews originating from lack of time and problems in accessing the university. Hence, more interviews would have provided a more detailed picture of the learning at UOH. Another limitation is the context based nature of this study, not allowing generalization of the results. Nevertheless, generalizations were not amongst the purposes of this study and hence were never intended. Due to this limitation findings can be argued as applicable and meaningful to a certain degree as determined by other researchers and practitioners.Originality/valueThis research also focuses on the social constructivist approach to distance learning by examining and analyzing how learning at UOH appears to align with the constructivist approach's learning values.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49396946","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 : 2022-05-24DOI: 10.1108/ijilt-08-2021-0121
D. Dolawattha, H. Premadasa, P. Jayaweera
PurposeThe purpose of this study is to evaluate the sustainability of the proposed mobile learning framework for higher education. Most sustainability evaluation studies use quantitative and qualitative methods with statistical approaches. Sometimes, in previous studies, machine learning models were utilized conventionally.Design/methodology/approachIn the proposed method, the authors use a novel machine learning-based ensemble approach with severity indexes to evaluate the sustainability of the proposed mobile learning system. In this severity indexes, consider the cause-and-effect relationship to identify the hidden correlation among sustainability factors. Also, the proposed novel sustainability evaluation algorithm helps to evaluate and improve sustainability iteratively to have an optimal sustainable mobile learning system. In total, 150 learners and 150 teachers in the university community engaged in the study by taking the sustainability questionnaire. The questionnaire consists of 20 questions that represent 20 sustainable factors in five sustainability dimensions, i.e. economic, social, political, technological and pedagogical.FindingsThe results reveal that the proposed system has achieved its economic and pedagogical sustainability. However, the results further reveal that the proposed system needs to be improved on technological, social and political sustainability.Originality/valueThe study focused novel machine learning approach and technique for evaluating sustainability of the proposed mobile learning framework.
{"title":"Evaluating sustainability of mobile learning framework for higher education: a machine learning approach","authors":"D. Dolawattha, H. Premadasa, P. Jayaweera","doi":"10.1108/ijilt-08-2021-0121","DOIUrl":"https://doi.org/10.1108/ijilt-08-2021-0121","url":null,"abstract":"PurposeThe purpose of this study is to evaluate the sustainability of the proposed mobile learning framework for higher education. Most sustainability evaluation studies use quantitative and qualitative methods with statistical approaches. Sometimes, in previous studies, machine learning models were utilized conventionally.Design/methodology/approachIn the proposed method, the authors use a novel machine learning-based ensemble approach with severity indexes to evaluate the sustainability of the proposed mobile learning system. In this severity indexes, consider the cause-and-effect relationship to identify the hidden correlation among sustainability factors. Also, the proposed novel sustainability evaluation algorithm helps to evaluate and improve sustainability iteratively to have an optimal sustainable mobile learning system. In total, 150 learners and 150 teachers in the university community engaged in the study by taking the sustainability questionnaire. The questionnaire consists of 20 questions that represent 20 sustainable factors in five sustainability dimensions, i.e. economic, social, political, technological and pedagogical.FindingsThe results reveal that the proposed system has achieved its economic and pedagogical sustainability. However, the results further reveal that the proposed system needs to be improved on technological, social and political sustainability.Originality/valueThe study focused novel machine learning approach and technique for evaluating sustainability of the proposed mobile learning framework.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48273074","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 : 2022-05-24DOI: 10.1108/ijilt-07-2021-0108
Fatimah Alhashem, Nasser Agha, Anwar Mohammad
PurposeThe aim of this study was to measure the readiness of science and mathematics supervisors to utilize technology and online learning platforms for teachers' plans and professional development, during and after the period of the COVID-19 pandemic.Design/methodology/approachTo achieve this aim, the researchers developed a questionnaire comprising of 55 items based on the instruments used in pertinent studies. A mixed-methods research design was employed, whereby a quantitative online survey was supplemented by focus group discussions with selected supervisors. Survey data were subjected to one-way analysis of variance and t-test, while information obtained via focus groups was coded to identify common themes related to the obstacles and challenges supervisors face.FindingsWhen completing the survey, the supervisors approached proficiency using technology; however, focus group discussions revealed misconceptions related to e-leaning and limitations in their abilities to use technology in schools, as well as obstacles imposed by the structure and management of the educational system. TPractical implicationsThese findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.Originality/valueThese findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.
{"title":"Required competencies for e-learning among science and mathematics supervisors: post-pandemic features of education","authors":"Fatimah Alhashem, Nasser Agha, Anwar Mohammad","doi":"10.1108/ijilt-07-2021-0108","DOIUrl":"https://doi.org/10.1108/ijilt-07-2021-0108","url":null,"abstract":"PurposeThe aim of this study was to measure the readiness of science and mathematics supervisors to utilize technology and online learning platforms for teachers' plans and professional development, during and after the period of the COVID-19 pandemic.Design/methodology/approachTo achieve this aim, the researchers developed a questionnaire comprising of 55 items based on the instruments used in pertinent studies. A mixed-methods research design was employed, whereby a quantitative online survey was supplemented by focus group discussions with selected supervisors. Survey data were subjected to one-way analysis of variance and t-test, while information obtained via focus groups was coded to identify common themes related to the obstacles and challenges supervisors face.FindingsWhen completing the survey, the supervisors approached proficiency using technology; however, focus group discussions revealed misconceptions related to e-leaning and limitations in their abilities to use technology in schools, as well as obstacles imposed by the structure and management of the educational system. TPractical implicationsThese findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.Originality/valueThese findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48998020","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 : 2022-05-16DOI: 10.1108/ijilt-10-2021-0157
K. Looi
PurposeThis study identified salient challenges related to future preference for e-learning of undergraduates during closure of institutions of higher learning due to the Coronavirus disease 2019 (COVID-19) and put forth suggestions to overcome challenges of e-learning for present and future crises.Design/methodology/approachUndergraduates were drawn from two universities in Malaysia who normally attend conventional classroom learning. Underpinned by the literature, the challenges and future preference for e-learning were operationalised into statements. Data were collected via a self-administered questionnaire hosted on Google Forms and were analysed with Statistical Package for the Social Sciences and STATA statistical software.FindingsThe hierarchical multiple linear regression results showed that the salient challenges related to undergraduates' future preference for e-learning, in descending order, were learning outcomes, followed by disadvantages (negatively) and discipline. Moreover, there were nuanced gender differences on the relative importance of salient challenges related to future preference for e-learning.Research limitations/implicationsBecause the literature on e-learning during the closure of institutions of learning due to the COVID-19 pandemic is evolving, some salient challenges may not be captured in this study. Next, this survey was carried out in July 2020 when all courses were conducted using one hundred per cent e-learning for the first time. Hence, future replication studies may produce different results. Lastly, findings are not generalisable to other contexts as the salient challenges may be unique to the Malaysian context.Practical implicationsConcerted efforts by all stakeholders to address these salient challenges will shift e-learning in higher education closer to a panacea during present and future crises.Originality/valueThe sudden and involuntary switch from face-to-face learning to e-learning during the closure of institutions of higher learning due to the COVID-19 pandemic provided opportunity to research the salient challenges encountered by undergraduates and to overcome these salient challenges.
{"title":"Overcoming challenges to make e-learning a panacea for present and future crises","authors":"K. Looi","doi":"10.1108/ijilt-10-2021-0157","DOIUrl":"https://doi.org/10.1108/ijilt-10-2021-0157","url":null,"abstract":"PurposeThis study identified salient challenges related to future preference for e-learning of undergraduates during closure of institutions of higher learning due to the Coronavirus disease 2019 (COVID-19) and put forth suggestions to overcome challenges of e-learning for present and future crises.Design/methodology/approachUndergraduates were drawn from two universities in Malaysia who normally attend conventional classroom learning. Underpinned by the literature, the challenges and future preference for e-learning were operationalised into statements. Data were collected via a self-administered questionnaire hosted on Google Forms and were analysed with Statistical Package for the Social Sciences and STATA statistical software.FindingsThe hierarchical multiple linear regression results showed that the salient challenges related to undergraduates' future preference for e-learning, in descending order, were learning outcomes, followed by disadvantages (negatively) and discipline. Moreover, there were nuanced gender differences on the relative importance of salient challenges related to future preference for e-learning.Research limitations/implicationsBecause the literature on e-learning during the closure of institutions of learning due to the COVID-19 pandemic is evolving, some salient challenges may not be captured in this study. Next, this survey was carried out in July 2020 when all courses were conducted using one hundred per cent e-learning for the first time. Hence, future replication studies may produce different results. Lastly, findings are not generalisable to other contexts as the salient challenges may be unique to the Malaysian context.Practical implicationsConcerted efforts by all stakeholders to address these salient challenges will shift e-learning in higher education closer to a panacea during present and future crises.Originality/valueThe sudden and involuntary switch from face-to-face learning to e-learning during the closure of institutions of higher learning due to the COVID-19 pandemic provided opportunity to research the salient challenges encountered by undergraduates and to overcome these salient challenges.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42578546","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 : 2022-04-22DOI: 10.1108/ijilt-09-2021-0149
Fadime Sucu, Ünal Çakıroğlu
PurposeThe purpose of this study is to reveal both the adaptations of information computer technology (ICT) teachers teaching the information technologies and software (ITS) course online during the pandemic and the factors that affect this adaptation process. Teachers’ endeavours to conduct their courses online, the support they take during their endeavours, and their relationships with such basic components as the environment, content and students during this adaptation process will be revealed within the framework of unified theory of acceptance and use of technology (UTAUT).Design/methodology/approachIn this study, a sequential transformative mixed model was used in which firstly quantitative and then qualitative data were collected and analysed. The sample of this study consists of 307 ICT teachers employed and serving at public and private school in 2020–21. A proper sampling technique is used in the study. In this study, a sequential transformative mixed model was used in which firstly quantitative and then qualitative data were collected and analysed ( Creswell, 2009). The sample of this study consists of 307 ICT teachers employed and serving at public and private school in 2020–21. A proper sampling technique is used in the study.FindingsThe ICT teachers’ adaptations to the online courses have developed positively over the sub-dimensions of UTAUT, which are performance expectancy (PE), effort expectancy (EE), social influence (SE), facilitating conditions (FC) and behavioural intention (BI). The ICT teachers’ adaptations to the online instruction process have a significant effect on PE, FC and BI on the basis of gender, and on PE and EE on the basis of course content quality. In the process whereby the ICT teachers carry out the ITS course online, the sub-dimensions of PE, SE and FC are significantly predictive of the BI.Research limitations/implicationsUTAUT has been taken as a guiding framework in explaining and discussing the adaptations. Similarly, in other studies focussing on adaptation, this model could be employed in planning the research process. In addition, this study has followed a method in which qualitative data are mostly used to explain the quantitative data. Further studies may adopt a process whereby qualitative data are largely used to describe the way ITS course is conducted in online environments and this process may be used to develop a model.Practical implicationsExamining the students’ BIs in online courses overlaps with the sub-dimension of PE in this study, which stresses that PE, EE and motivation are significantly and directly effective on the students’ intentions of using the online courses, while there is a difference between these two studies in terms of the dimension of EE. The factors such learning outcome, curriculum, attendance to the course, use of materials and tools, interaction and technological substructure appear to be affected by this dimension, so they could be taken as important in that they re
{"title":"ICT teachers’ adaptations to online instruction during Covid-19 pandemic","authors":"Fadime Sucu, Ünal Çakıroğlu","doi":"10.1108/ijilt-09-2021-0149","DOIUrl":"https://doi.org/10.1108/ijilt-09-2021-0149","url":null,"abstract":"PurposeThe purpose of this study is to reveal both the adaptations of information computer technology (ICT) teachers teaching the information technologies and software (ITS) course online during the pandemic and the factors that affect this adaptation process. Teachers’ endeavours to conduct their courses online, the support they take during their endeavours, and their relationships with such basic components as the environment, content and students during this adaptation process will be revealed within the framework of unified theory of acceptance and use of technology (UTAUT).Design/methodology/approachIn this study, a sequential transformative mixed model was used in which firstly quantitative and then qualitative data were collected and analysed. The sample of this study consists of 307 ICT teachers employed and serving at public and private school in 2020–21. A proper sampling technique is used in the study. In this study, a sequential transformative mixed model was used in which firstly quantitative and then qualitative data were collected and analysed ( Creswell, 2009). The sample of this study consists of 307 ICT teachers employed and serving at public and private school in 2020–21. A proper sampling technique is used in the study.FindingsThe ICT teachers’ adaptations to the online courses have developed positively over the sub-dimensions of UTAUT, which are performance expectancy (PE), effort expectancy (EE), social influence (SE), facilitating conditions (FC) and behavioural intention (BI). The ICT teachers’ adaptations to the online instruction process have a significant effect on PE, FC and BI on the basis of gender, and on PE and EE on the basis of course content quality. In the process whereby the ICT teachers carry out the ITS course online, the sub-dimensions of PE, SE and FC are significantly predictive of the BI.Research limitations/implicationsUTAUT has been taken as a guiding framework in explaining and discussing the adaptations. Similarly, in other studies focussing on adaptation, this model could be employed in planning the research process. In addition, this study has followed a method in which qualitative data are mostly used to explain the quantitative data. Further studies may adopt a process whereby qualitative data are largely used to describe the way ITS course is conducted in online environments and this process may be used to develop a model.Practical implicationsExamining the students’ BIs in online courses overlaps with the sub-dimension of PE in this study, which stresses that PE, EE and motivation are significantly and directly effective on the students’ intentions of using the online courses, while there is a difference between these two studies in terms of the dimension of EE. The factors such learning outcome, curriculum, attendance to the course, use of materials and tools, interaction and technological substructure appear to be affected by this dimension, so they could be taken as important in that they re","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45747316","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}
Joseph R Mugambi, Benson Edwine Attitwa, Cyrus Ngari Gitonga
Since the inception of Covid-19 in China, the economies around the world have been on the turmoil. This is because China has a direct correlation with most economies in the world; they depend on it directly or indirectly. On 13th March, 2020 the first case of COVID-19 in Kenya a 27-year-old Kenyan woman who traveled from the US via London, was confirmed. The Kenyan government identified and isolated a number of people who had come into contact with the first case. On 15 March 2020, the president of Kenya directed that a number of measures be taken to curb COVID-19, some of those measures included; dusk to dawn curfew, secession of movement and mandatory quarantine of suspected cases. Based on the available literature, probabilistic predictions using steady state Markov chain allow to assess the uncertainty of the COVID-19 comprehensively. Therefore they are preferable to forecasts for the mean or median COVID-19 only. The probabilistic COVID-19 predictions allow to derive probabilistic forecasts for the number of patients who are still at the ICU at a certain day in future. This may be useful for planning purposes. From the probabilities for single patients, one may compute the probability that any given number of patients is still at the ICU after t days. However, in Kenya there is scanty information on analysis of COVID-19 using steady state Markov Chain. The aim of this study was therefore be to carry out probabilistic analysis of COVID-19 pandemic in Kenya using Markov chain. The study was a literature based, in which the researcher reviewed surveys books, scholarly journals, and other secondary sources relevant to the current study topic. The findings revealed that one of the most important uses of steady state Markov chain in analyzing COVID-19 pandemic situation in Kenya is that it compares performances for different states of affairs and courses of action within the health sector, by using system steady state performance measurements. The study concludes that steady state Markov chain is beneficial in simulating the corona infection in numerous stages. It is thus recommended that there is need for policy-makers to seek regional and global solutions to COVID-19 disease instead of limited solutions within the country. Keywords: Steady State, Markov chain, COVID-19 Pandemic, Transition Matrix
{"title":"Probabilistic Analysis of Covid-19 Pandemic in Kenya Using Markov Chain","authors":"Joseph R Mugambi, Benson Edwine Attitwa, Cyrus Ngari Gitonga","doi":"10.53819/81018102t4036","DOIUrl":"https://doi.org/10.53819/81018102t4036","url":null,"abstract":"Since the inception of Covid-19 in China, the economies around the world have been on the turmoil. This is because China has a direct correlation with most economies in the world; they depend on it directly or indirectly. On 13th March, 2020 the first case of COVID-19 in Kenya a 27-year-old Kenyan woman who traveled from the US via London, was confirmed. The Kenyan government identified and isolated a number of people who had come into contact with the first case. On 15 March 2020, the president of Kenya directed that a number of measures be taken to curb COVID-19, some of those measures included; dusk to dawn curfew, secession of movement and mandatory quarantine of suspected cases. Based on the available literature, probabilistic predictions using steady state Markov chain allow to assess the uncertainty of the COVID-19 comprehensively. Therefore they are preferable to forecasts for the mean or median COVID-19 only. The probabilistic COVID-19 predictions allow to derive probabilistic forecasts for the number of patients who are still at the ICU at a certain day in future. This may be useful for planning purposes. From the probabilities for single patients, one may compute the probability that any given number of patients is still at the ICU after t days. However, in Kenya there is scanty information on analysis of COVID-19 using steady state Markov Chain. The aim of this study was therefore be to carry out probabilistic analysis of COVID-19 pandemic in Kenya using Markov chain. The study was a literature based, in which the researcher reviewed surveys books, scholarly journals, and other secondary sources relevant to the current study topic. The findings revealed that one of the most important uses of steady state Markov chain in analyzing COVID-19 pandemic situation in Kenya is that it compares performances for different states of affairs and courses of action within the health sector, by using system steady state performance measurements. The study concludes that steady state Markov chain is beneficial in simulating the corona infection in numerous stages. It is thus recommended that there is need for policy-makers to seek regional and global solutions to COVID-19 disease instead of limited solutions within the country. Keywords: Steady State, Markov chain, COVID-19 Pandemic, Transition Matrix","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":"2 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84031453","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 : 2022-04-04DOI: 10.1108/ijilt-07-2021-0107
Shalini Menon, M. Suresh
PurposeThe purpose of this study is two-fold. First, to identify and encapsulate the enablers that can facilitate technology integration in higher education and second, to understand and analyze the interplay between technology agility enablers.Design/methodology/approachThe study used the Total Interpretive Structural Modeling (TISM) approach to construct a theoretical model of the technology agility enablers in higher education and MICMAC analysis for ranking and segregating the enablers based on their dependence power into four categories: Autonomous, Dependent, Linkage and Independent.FindingsThe study helped identify eight technology agility enablers, with the Covid-19 pandemic as the most significant enabler. The Covid-19 pandemic has catalyzed the diffusion of technology across the education sector in India, including tertiary higher education. The study revealed government initiatives and institutional commitment as other enablers that can promote technology agility in higher education.Practical implicationsThe results of this study would assist the policymakers and management of universities and colleges in understanding the important enablers that can facilitate technology integration in higher education.Originality/valueResearch in the past on technology adoption in higher education has looked into each enabler in isolation. This research provides a comprehensive view of the enablers and has attempted to establish a multidirectional interplay between the enablers.
{"title":"Enablers of technology agility in higher education","authors":"Shalini Menon, M. Suresh","doi":"10.1108/ijilt-07-2021-0107","DOIUrl":"https://doi.org/10.1108/ijilt-07-2021-0107","url":null,"abstract":"PurposeThe purpose of this study is two-fold. First, to identify and encapsulate the enablers that can facilitate technology integration in higher education and second, to understand and analyze the interplay between technology agility enablers.Design/methodology/approachThe study used the Total Interpretive Structural Modeling (TISM) approach to construct a theoretical model of the technology agility enablers in higher education and MICMAC analysis for ranking and segregating the enablers based on their dependence power into four categories: Autonomous, Dependent, Linkage and Independent.FindingsThe study helped identify eight technology agility enablers, with the Covid-19 pandemic as the most significant enabler. The Covid-19 pandemic has catalyzed the diffusion of technology across the education sector in India, including tertiary higher education. The study revealed government initiatives and institutional commitment as other enablers that can promote technology agility in higher education.Practical implicationsThe results of this study would assist the policymakers and management of universities and colleges in understanding the important enablers that can facilitate technology integration in higher education.Originality/valueResearch in the past on technology adoption in higher education has looked into each enabler in isolation. This research provides a comprehensive view of the enablers and has attempted to establish a multidirectional interplay between the enablers.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45501923","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 : 2022-03-29DOI: 10.1108/ijilt-07-2021-0101
Ricardo Casañ Pitarch, Lulu Wang
PurposeThe objective of this research is to measure Chinese students' progress in gaining new vocabulary in Spanish at the B1 level after using the serious video game Guadalingo.Design/methodology/approachA group of 30 Chinese students participated in an experiment, in which 16 of them played Guadalingo; the other 14 were used as the control group. The experimental group played five lessons of the video game in a period of 10 days. Before and after the lessons, students were tested on their knowledge of the vocabulary from these units.FindingsResults have shown that the use of Guadalingo helped these students to enhance their knowledge of the target vocabulary by 17.40% after the completion of the missions.Originality/valueBased on our result, the use of video games seems to be a suitable and great support to the foreign language classroom, and the use of Guadalingo could be considered a valuable tool for this purpose.
{"title":"Spanish B1 vocabulary acquisition among Chinese students with Guadalingo","authors":"Ricardo Casañ Pitarch, Lulu Wang","doi":"10.1108/ijilt-07-2021-0101","DOIUrl":"https://doi.org/10.1108/ijilt-07-2021-0101","url":null,"abstract":"PurposeThe objective of this research is to measure Chinese students' progress in gaining new vocabulary in Spanish at the B1 level after using the serious video game Guadalingo.Design/methodology/approachA group of 30 Chinese students participated in an experiment, in which 16 of them played Guadalingo; the other 14 were used as the control group. The experimental group played five lessons of the video game in a period of 10 days. Before and after the lessons, students were tested on their knowledge of the vocabulary from these units.FindingsResults have shown that the use of Guadalingo helped these students to enhance their knowledge of the target vocabulary by 17.40% after the completion of the missions.Originality/valueBased on our result, the use of video games seems to be a suitable and great support to the foreign language classroom, and the use of Guadalingo could be considered a valuable tool for this purpose.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46735727","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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