Pub Date : 2022-05-11DOI: 10.55667/ijede.2022.v37.i1.1219
P. Leslie, C. Camargo-Borges
Distance learning is becoming increasingly prevalent. If education is a community affair, how do we digitally design for our students the conditions for learning at a distance? This research examines a distance learning environment within a Master’s Degree course created using online discussion forums. With the community of inquiry model (Garrison, Anderson & Archer, 2000) as a guide, the instructor and students shared knowledge and experiences with their educational community. A structural analysis of the discussion forums a quantitative analysis of social, teaching and cognitive presence using a ten-factor model (Dempsey & Zhang, 2019), and a qualitative analysis of individual interviews with community members, found that the role of the instructor is critical in pushing students towards uncertainty, thus opening the way for the relational construction of knowledge. To help students embrace that uncertainty, they require explicit knowledge of the processes that allow a community of inquiry to function.
远程学习正变得越来越普遍。如果教育是一项社区事务，我们如何为学生数字化地设计远程学习的条件?本研究考察了利用在线论坛创建的硕士学位课程中的远程学习环境。以社区探究模式(Garrison, Anderson & Archer, 2000)为指导，教师和学生与他们的教育社区分享知识和经验。对论坛的结构分析，使用十因素模型(Dempsey & Zhang, 2019)对社会、教学和认知存在进行定量分析，以及对社区成员的个人访谈进行定性分析，发现教师的角色在推动学生走向不确定性方面至关重要，从而为知识的关系构建开辟了道路。为了帮助学生接受这种不确定性，他们需要对允许一个探究社区发挥作用的过程有明确的了解。
{"title":"Education as community affair: Digitally designing knowledge.","authors":"P. Leslie, C. Camargo-Borges","doi":"10.55667/ijede.2022.v37.i1.1219","DOIUrl":"https://doi.org/10.55667/ijede.2022.v37.i1.1219","url":null,"abstract":"Distance learning is becoming increasingly prevalent. If education is a community affair, how do we digitally design for our students the conditions for learning at a distance? This research examines a distance learning environment within a Master’s Degree course created using online discussion forums. With the community of inquiry model (Garrison, Anderson & Archer, 2000) as a guide, the instructor and students shared knowledge and experiences with their educational community. A structural analysis of the discussion forums a quantitative analysis of social, teaching and cognitive presence using a ten-factor model (Dempsey & Zhang, 2019), and a qualitative analysis of individual interviews with community members, found that the role of the instructor is critical in pushing students towards uncertainty, thus opening the way for the relational construction of knowledge. To help students embrace that uncertainty, they require explicit knowledge of the processes that allow a community of inquiry to function.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80920640","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 : 2022-04-05DOI: 10.55667/ijede.2022.v37.i1.1213
Iman Al-Areibi, B. Dickson, D. Kotsopoulos
In response to the COVID pandemic, university classes across the world were forced online. In this research, we explored students’ experiences in emergency online learning in two undergraduate business classes. Where the literature on online learning has traditionally focused on those students who chose online learning, in light of recent shifts in education, online learning continues to increase its prevalent in the education of all students, even those who would not have traditionally chosen this medium. In this research, through the use of learning platform metadata and students survey responses, we examined the impact of the various pedagogical techniques used in the online classroom and their ability to maintain high student motivation. Ultimately, we concluded that providing multiple opportunities for engagement through the use of both synchronous and asynchronous tools in is crucial to promoting student motivation, learning and course success. Implications for classroom instruction and further research will be discussed.
{"title":"An Analysis of Synchronous and Asynchronous Online Undergraduate Learning During the COVID Pandemic","authors":"Iman Al-Areibi, B. Dickson, D. Kotsopoulos","doi":"10.55667/ijede.2022.v37.i1.1213","DOIUrl":"https://doi.org/10.55667/ijede.2022.v37.i1.1213","url":null,"abstract":"In response to the COVID pandemic, university classes across the world were forced online. In this research, we explored students’ experiences in emergency online learning in two undergraduate business classes. Where the literature on online learning has traditionally focused on those students who chose online learning, in light of recent shifts in education, online learning continues to increase its prevalent in the education of all students, even those who would not have traditionally chosen this medium. In this research, through the use of learning platform metadata and students survey responses, we examined the impact of the various pedagogical techniques used in the online classroom and their ability to maintain high student motivation. Ultimately, we concluded that providing multiple opportunities for engagement through the use of both synchronous and asynchronous tools in is crucial to promoting student motivation, learning and course success. Implications for classroom instruction and further research will be discussed.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76927325","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 : 2022-04-05DOI: 10.55667/ijede.2022.v37.i1.1214
Victor Kabata
This paper sought to establish the extent to which users’ legitimate rights are safeguarded in Learning management systems (LMS), specifically, on the Blackboard system, used for teaching at Sorbonne University, Abu Dhabi (SUAD). Firstly, users’ legitimate rights that must be protected were identified. Subsequently, the security and privacy guarantees afforded by Blackboard were assessed. Lastly, policy gaps and technological deficiencies undermining protection of users’ legitimate rights were identified. The study adopted a qualitative research approach and a case study research design. Data was collected through content analysis, document review and interviews. The research revealed that to a large extent Blackboard, LMS safeguarded most of the users’ legitimate rights. However, the system is silent on some legitimate rights such as storage limitation and data sharing arrangements. Further, it emerged that Blackboard’s privacy practices are to a large extent informed by educational institutions using its products. The study concludes that safeguarding user’s legitimate rights is a collective responsibility between the learning management services providers and the educational institutions. As such, there is need for educational institutions using Blackboard and other learning management systems to craft robust data protection regimes. Keywords: Learning Management Systems, Privacy, Users' legitimate rights
{"title":"Towards Safeguarding Users’ legitimate rights in Learning Management Systems (LMS): A case study of the Blackboard LMS at Sorbonne University, Abu Dhabi (SUAD).","authors":"Victor Kabata","doi":"10.55667/ijede.2022.v37.i1.1214","DOIUrl":"https://doi.org/10.55667/ijede.2022.v37.i1.1214","url":null,"abstract":"This paper sought to establish the extent to which users’ legitimate rights are safeguarded in Learning management systems (LMS), specifically, on the Blackboard system, used for teaching at Sorbonne University, Abu Dhabi (SUAD). \u0000Firstly, users’ legitimate rights that must be protected were identified. Subsequently, the security and privacy guarantees afforded by Blackboard were assessed. Lastly, policy gaps and technological deficiencies undermining protection of users’ legitimate rights were identified. \u0000The study adopted a qualitative research approach and a case study research design. Data was collected through content analysis, document review and interviews. \u0000The research revealed that to a large extent Blackboard, LMS safeguarded most of the users’ legitimate rights. However, the system is silent on some legitimate rights such as storage limitation and data sharing arrangements. Further, it emerged that Blackboard’s privacy practices are to a large extent informed by educational institutions using its products. The study concludes that safeguarding user’s legitimate rights is a collective responsibility between the learning management services providers and the educational institutions. As such, there is need for educational institutions using Blackboard and other learning management systems to craft robust data protection regimes. \u0000Keywords: Learning Management Systems, Privacy, Users' legitimate rights ","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82027456","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 : 2022-01-04DOI: 10.36261/ijdeel.v7i1.2225
Muhammad Shahid, Muhammad Uzair-ul-Hassan
Globally, teaching-learning has been in a severe transition due to COVID-19. Amid pandemic, education in universities had to shift from physical boundaries to online mode. The purpose of the study was to examine online learning mode particularly with respect to learner’s readiness, their involvement, fair assessment and satisfaction at university level. The objectives of the study were; to explore the perceived level of readiness of students for online learning, find out their involvement and participation in online mode while performing various educational tasks; to explore to what extent online assessment is fair, and finally to determine satisfaction of students of online learning experiences during COVID-19 era. The sample of the study was drawn from all social sciences departments. The questionnaire’s link was disseminated to 550 students and 293 respondents filled out the google form. Learners’ readiness was divided into three subfactors, namely, physical & environmental factors, learners’ personal skills and learners’ familiarity with necessary apps and websites. The inferences drawn from the study showed that although majority of students were equipped with devices yet they were not possessing good skills required for virtual learning. The online conditions and environment were not contributing positively in favour of learners’ readiness and also learners were not well aware of apps & websites required for online learning. Moreover, students remained passive during online classes and were found less interested in completion of the assigned tasks. The online assessment had been embedded with manifold flaws that further multiplied unfairness in education. Although, the study informs overall satisfaction of learners which found to be low for addressing the issues, it is recommended that educational institutions may continue to offer hybrid mode of learning even in post-pandemic era for continuously equipping both students and teachers with requisite skills, relevant apps and software necessary for making learning teaching process smooth in future. In addition, it is recommended that higher educational institutions and relevant authorities should design software to improve involvement of the students while keeping the assessments as fair as possible during online learning.
{"title":"Exploring Learning Avenues Amidst Pandemic and Future Prospects in Higher Education","authors":"Muhammad Shahid, Muhammad Uzair-ul-Hassan","doi":"10.36261/ijdeel.v7i1.2225","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i1.2225","url":null,"abstract":"Globally, teaching-learning has been in a severe transition due to COVID-19. Amid pandemic, education in universities had to shift from physical boundaries to online mode. The purpose of the study was to examine online learning mode particularly with respect to learner’s readiness, their involvement, fair assessment and satisfaction at university level. The objectives of the study were; to explore the perceived level of readiness of students for online learning, find out their involvement and participation in online mode while performing various educational tasks; to explore to what extent online assessment is fair, and finally to determine satisfaction of students of online learning experiences during COVID-19 era. The sample of the study was drawn from all social sciences departments. The questionnaire’s link was disseminated to 550 students and 293 respondents filled out the google form. Learners’ readiness was divided into three subfactors, namely, physical & environmental factors, learners’ personal skills and learners’ familiarity with necessary apps and websites. The inferences drawn from the study showed that although majority of students were equipped with devices yet they were not possessing good skills required for virtual learning. The online conditions and environment were not contributing positively in favour of learners’ readiness and also learners were not well aware of apps & websites required for online learning. Moreover, students remained passive during online classes and were found less interested in completion of the assigned tasks. The online assessment had been embedded with manifold flaws that further multiplied unfairness in education. Although, the study informs overall satisfaction of learners which found to be low for addressing the issues, it is recommended that educational institutions may continue to offer hybrid mode of learning even in post-pandemic era for continuously equipping both students and teachers with requisite skills, relevant apps and software necessary for making learning teaching process smooth in future. In addition, it is recommended that higher educational institutions and relevant authorities should design software to improve involvement of the students while keeping the assessments as fair as possible during online learning.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48535409","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 : 2022-01-04DOI: 10.36261/ijdeel.v7i1.2230
Ume Rubab
The focus of this research is to explore the impact of ICT on students’ academic achievement.In this research study two university, Pir Mehr Ali Shah Arid Agriculture University Rawalpindi Pakistan (PMAS_AAUR) and Fatima Jinnah Women University Pakistan (FJWU) were selected Students from both male and female gender selected with multistage random sampling techniques. There 100 sample sizes of students and 30 sample of teacher were selected. A questionnaire was used as tool of research. This instrument was validated by the panel of experts. Internal consistency coefficient (using Cronbach Alpha) was used to check the reliability and its value was 0.951. The researcher herself collected the data conducting a survey technique. The researcher herself collected the completed questionnaires. After the interview the collected data of information were coded and analyzed with the help of the Statistical Package for Social Sciences (SPSS). The paired t-test, frequency and percentage were applied for comparison of the study.
本研究的重点是探讨资讯及通讯科技对学生学业成绩的影响。在本研究中，两所大学，巴基斯坦拉瓦尔品第Pir Mehr Ali Shah Arid农业大学(PMAS_AAUR)和巴基斯坦法蒂玛真纳女子大学(FJWU)采用多阶段随机抽样技术从男性和女性中选择学生。选取了100个学生样本和30个教师样本。问卷调查是研究的工具。该仪器经专家组验证。采用内部一致性系数(Cronbach Alpha)检验信度，其值为0.951。研究人员通过调查技术亲自收集数据。研究人员亲自收集完成的问卷。访谈结束后，将收集到的信息数据用SPSS软件进行编码和分析。采用配对t检验、频率和百分比进行研究比较。
{"title":"Effectiveness of Information and Communication Technologies (ICT) on the Student’s Academic Achievement at University Level","authors":"Ume Rubab","doi":"10.36261/ijdeel.v7i1.2230","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i1.2230","url":null,"abstract":"The focus of this research is to explore the impact of ICT on students’ academic achievement.In this research study two university, Pir Mehr Ali Shah Arid Agriculture University Rawalpindi Pakistan (PMAS_AAUR) and Fatima Jinnah Women University Pakistan (FJWU) were selected Students from both male and female gender selected with multistage random sampling techniques. There 100 sample sizes of students and 30 sample of teacher were selected. A questionnaire was used as tool of research. This instrument was validated by the panel of experts. Internal consistency coefficient (using Cronbach Alpha) was used to check the reliability and its value was 0.951. The researcher herself collected the data conducting a survey technique. The researcher herself collected the completed questionnaires. After the interview the collected data of information were coded and analyzed with the help of the Statistical Package for Social Sciences (SPSS). The paired t-test, frequency and percentage were applied for comparison of the study.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70132231","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 : 2022-01-04DOI: 10.36261/ijdeel.v7i1.2228
Kamran Mir, Muhammad Zafar Iqbal, Jahan Ara Shams
Open universities play an important role in delivering distant learning education to the general public. MOODLE is an open-source programme that enables and maintains the success of open universities. One of the main concerns of teachers when using internet content is the students' interest, particularly when using recorded videos because synchronous interactive instruction is not possible for big groups of students online. In an e-learning system, interactive videos are crucial because they allow learners to interact with learning content while watching the video. The H5P module of MOODLE Learning Management System (LMS), was used to generate an interactive film in this empirical study. The focus of the study was to investigate students’ satisfaction about interactive video content on MOODLE in online learning. It was assessed by using the Delone and Mclean Information Systems Success Model. H5P interactive video content was developed and implemented on MOODLE and satisfaction of students was measured. The findings revealed that the value of video for learning effectiveness is depending on the level of interactivity. Students in the e-learning class with interactive video had much higher levels of satisfaction than students in other settings.
{"title":"Investigation of Students’ Satisfaction about H5P Interactive Video on MOODLE for Online Learning","authors":"Kamran Mir, Muhammad Zafar Iqbal, Jahan Ara Shams","doi":"10.36261/ijdeel.v7i1.2228","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i1.2228","url":null,"abstract":"Open universities play an important role in delivering distant learning education to the general public. MOODLE is an open-source programme that enables and maintains the success of open universities. One of the main concerns of teachers when using internet content is the students' interest, particularly when using recorded videos because synchronous interactive instruction is not possible for big groups of students online. In an e-learning system, interactive videos are crucial because they allow learners to interact with learning content while watching the video. The H5P module of MOODLE Learning Management System (LMS), was used to generate an interactive film in this empirical study. The focus of the study was to investigate students’ satisfaction about interactive video content on MOODLE in online learning. It was assessed by using the Delone and Mclean Information Systems Success Model. H5P interactive video content was developed and implemented on MOODLE and satisfaction of students was measured. The findings revealed that the value of video for learning effectiveness is depending on the level of interactivity. Students in the e-learning class with interactive video had much higher levels of satisfaction than students in other settings.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42739731","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 : 2022-01-04DOI: 10.36261/ijdeel.v7i1.2223
Anju Nofarof Hasudungan, Ofianto, Tri Zahra Ningsih
This study aims to describe the real threat of learning loss for underprivileged students and remote areas, due to school closures and distance learning in Riau Province, Indonesia. On the other hand, keeping students safe from the dangers of the COVID-19 virus is the main factor. Distance learning is a solution to this dilemma, but it is very difficult for underprivileged students and remote regions to implement, because: 1) Students have never used various educational technology platforms in distance learning 2) Do not have a smartphone and mobile data plans 3) Internet signal in remote areas is not good for distance learning. The results of this study describe, when distance learning was first implemented, as many as 75 % of 206 underprivileged students and ten schools experienced difficulties when using educational technology platforms for distance learning. However, after two years, there has been an increase in the participation of underprivileged students in distance learning. In addition, it has become a habit, subsidized mobile data plans from the government, adaptive curricula and variations in learning methods when distance learning, have become important factor in increasing the participation of underprivileged students and remote regions.
{"title":"Learning Loss: A Real Threat in Education for Underprivileged Students and Remote Regions during the Covid-19 Pandemic","authors":"Anju Nofarof Hasudungan, Ofianto, Tri Zahra Ningsih","doi":"10.36261/ijdeel.v7i1.2223","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i1.2223","url":null,"abstract":"This study aims to describe the real threat of learning loss for underprivileged students and remote areas, due to school closures and distance learning in Riau Province, Indonesia. On the other hand, keeping students safe from the dangers of the COVID-19 virus is the main factor. Distance learning is a solution to this dilemma, but it is very difficult for underprivileged students and remote regions to implement, because: 1) Students have never used various educational technology platforms in distance learning 2) Do not have a smartphone and mobile data plans 3) Internet signal in remote areas is not good for distance learning. The results of this study describe, when distance learning was first implemented, as many as 75 % of 206 underprivileged students and ten schools experienced difficulties when using educational technology platforms for distance learning. However, after two years, there has been an increase in the participation of underprivileged students in distance learning. In addition, it has become a habit, subsidized mobile data plans from the government, adaptive curricula and variations in learning methods when distance learning, have become important factor in increasing the participation of underprivileged students and remote regions.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47394757","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 : 2022-01-04DOI: 10.36261/ijdeel.v7i1.2224
Hina Amin, Muhammad Abid Malik, Bulent Akkaya
The study aimes to develop and validate Digital Literacy Scale (DLS) based on Chen’s (2015) theoretical framework which includes nine dimensions: communication, collaboration, critical thinking, creativity, citizenship, character, curation, copyright, and connectedness. A question pool consisting of 62 items based on the nine dimensions of digital literacy was generated on a 5-point Likert-type scale. Content validity of the question pool was sought from experts in terms of clarity of items, language understanding, and relevance. SPSS and AMOS were used for statistical analysis. Using a sample of 349 university students, Exploratory Factor Analysis was employed for reliability analysis, construct validation, and factor structure of the scale. EFA confirms the nine dimensions; however, some items were deleted during this process. Finally, Confirmatory Factor Analysis was employed to check the reliability and validity of the factor structure by using a second sample (n=442). CFA showed that all the values were within the acceptable range (Kaiser-Meyer-Olkin 0.886, the total variance explained 62.87%, Cronbach Alpha 0.894, and the goodness of fit 0.924). Thus a standardized DLS consisting of 36 items and 9 factors (communication, copyright, critical thinking, character, citizenship, curation, connectedness, creativity, and collaboration) was finalized. DLS is a psychometrically sound, reliable, and valid measurement tool that can be used to measure digital literacy.
{"title":"Development and Validation of Digital Literacy Scale (DLS) and its Implication for Higher Education","authors":"Hina Amin, Muhammad Abid Malik, Bulent Akkaya","doi":"10.36261/ijdeel.v7i1.2224","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i1.2224","url":null,"abstract":"The study aimes to develop and validate Digital Literacy Scale (DLS) based on Chen’s (2015) theoretical framework which includes nine dimensions: communication, collaboration, critical thinking, creativity, citizenship, character, curation, copyright, and connectedness. A question pool consisting of 62 items based on the nine dimensions of digital literacy was generated on a 5-point Likert-type scale. Content validity of the question pool was sought from experts in terms of clarity of items, language understanding, and relevance. SPSS and AMOS were used for statistical analysis. Using a sample of 349 university students, Exploratory Factor Analysis was employed for reliability analysis, construct validation, and factor structure of the scale. EFA confirms the nine dimensions; however, some items were deleted during this process. Finally, Confirmatory Factor Analysis was employed to check the reliability and validity of the factor structure by using a second sample (n=442). CFA showed that all the values were within the acceptable range (Kaiser-Meyer-Olkin 0.886, the total variance explained 62.87%, Cronbach Alpha 0.894, and the goodness of fit 0.924). Thus a standardized DLS consisting of 36 items and 9 factors (communication, copyright, critical thinking, character, citizenship, curation, connectedness, creativity, and collaboration) was finalized. DLS is a psychometrically sound, reliable, and valid measurement tool that can be used to measure digital literacy.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44438896","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 Clayton Christensen academy describes blended learning as a structured educational program in which a student learns at least in part into internet-based content delivery and training with some characteristic of academic supervision from home. This process involved time, place, pattern, and careful monitoring facilities. It also encouraged the learners to feel more optimistic regarding their studies. The fundamental concept of driving blended learning is that it encourages a combination of self-learning and collective communication-oriented practices. However, during COVID-19 besides virtual and non-formal institutions, the formal educational institutes also moved to blended learning. As this was a new practice for the formal instructors and learners, therefore, this study was carried out for discovering the concept of blended learning with special reference to COVID-19 pandemic and for this reason three sub purposes were; shed light on the concept of blended learning; to describe terminologies used for blended learning in the past and present with special reference to COVID-19 pandemic and to discover blended learning strategies in the past and presnt with special reference to COVID-19. This study chartered a qualitative method with succeeding in the analysis of documents related to blended learning and how this strategy was used during COVID -19 for engaging the formal instructors with their students. The Study followed the five years documents available online since 2011-20. But some documents from 2021 were also viewed for methodology.The researchers’ inquiry into 10 years of data was for the purpose to discover the past strategies of blended learning in comparison to the strategies used during COVID-19. Data were analyzed through emerging themes from the documents. Therefore, the main themes aided to interpret the results. The results exposed dissimilar terms for blended learning such as F2F, hybrid, and the online teaching-learning process.The strategies used during COVID-19 were more advanced as compared to the past years. Traditional methods of blended learning included online sessions and face-to-face classes. Microsoft, Webinar, TREAD, zoom, and Google Classroom, and other applications have been commonly used throughout the COVID-19 affected countries. The formal institutions for the teaching-learning process to carry out in COVID-19 period frequently practiced some new strategies.
{"title":"Blended Learning: Past and Present with Special Reference to COVID-19 Pandemic","authors":"Aisha Shams Akhunzada, Isharat Siddiqua Lodhy, Parveen Munshi, Sakina Jumani","doi":"10.36261/ijdeel.v7i1.2226","DOIUrl":"https://doi.org/10.36261/ijdeel.v7i1.2226","url":null,"abstract":"The Clayton Christensen academy describes blended learning as a structured educational program in which a student learns at least in part into internet-based content delivery and training with some characteristic of academic supervision from home. This process involved time, place, pattern, and careful monitoring facilities. It also encouraged the learners to feel more optimistic regarding their studies. The fundamental concept of driving blended learning is that it encourages a combination of self-learning and collective communication-oriented practices. However, during COVID-19 besides virtual and non-formal institutions, the formal educational institutes also moved to blended learning. As this was a new practice for the formal instructors and learners, therefore, this study was carried out for discovering the concept of blended learning with special reference to COVID-19 pandemic and for this reason three sub purposes were; shed light on the concept of blended learning; to describe terminologies used for blended learning in the past and present with special reference to COVID-19 pandemic and to discover blended learning strategies in the past and presnt with special reference to COVID-19. This study chartered a qualitative method with succeeding in the analysis of documents related to blended learning and how this strategy was used during COVID -19 for engaging the formal instructors with their students. The Study followed the five years documents available online since 2011-20. But some documents from 2021 were also viewed for methodology.The researchers’ inquiry into 10 years of data was for the purpose to discover the past strategies of blended learning in comparison to the strategies used during COVID-19. Data were analyzed through emerging themes from the documents. Therefore, the main themes aided to interpret the results. The results exposed dissimilar terms for blended learning such as F2F, hybrid, and the online teaching-learning process.The strategies used during COVID-19 were more advanced as compared to the past years. Traditional methods of blended learning included online sessions and face-to-face classes. Microsoft, Webinar, TREAD, zoom, and Google Classroom, and other applications have been commonly used throughout the COVID-19 affected countries. The formal institutions for the teaching-learning process to carry out in COVID-19 period frequently practiced some new strategies.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46671790","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 : 2022-01-01DOI: 10.17706/ijeeee.2022.12.1.16-29
Kuo-Ming Chu, Hui-Chun Chan, Chi-Fang Liu
As the outbreak of COVID-19 pandemic disordered the majority of all global supply chains, alliance knowledge learning played a fundamental function during the crisis. This paper aims to identify the relationships of both alliance green knowledge learning and institutional processes with the alliance performance of the green supply chain. It also specifies the mechanism by which Institutional isomorphism affects green innovation performance, through alliance institutional processes and further to increase their competitive advantage in the global market. Data were collected with questionnaires distributed to Taiwanese companies that are listed on the stock market which produced 242 usable responses for the analysis, both multiple regression analyses and SEM were used to test the hypotheses. Our results showed that the majority of our hypotheses were supported, which is similar to the existing literature. The outcomes imply that institutionalization processes and alliance green knowledge sharing play salient functions in firm alliance performance while implemented in the context of green supply chain management. Furthermore, the results indicate that the concept of institutionalization and isomorphism are relevant and Mimetic pressures were found to be the most significant in both internal and external green SCM practices, while also providing instructive managerial implications through empirical evidence.
{"title":"Investigating the Role of Alliance Knowledge Learning and Institutional Isomorphism in Strategic Alliance Performance of Green Supply Chain","authors":"Kuo-Ming Chu, Hui-Chun Chan, Chi-Fang Liu","doi":"10.17706/ijeeee.2022.12.1.16-29","DOIUrl":"https://doi.org/10.17706/ijeeee.2022.12.1.16-29","url":null,"abstract":"As the outbreak of COVID-19 pandemic disordered the majority of all global supply chains, alliance knowledge learning played a fundamental function during the crisis. This paper aims to identify the relationships of both alliance green knowledge learning and institutional processes with the alliance performance of the green supply chain. It also specifies the mechanism by which Institutional isomorphism affects green innovation performance, through alliance institutional processes and further to increase their competitive advantage in the global market. Data were collected with questionnaires distributed to Taiwanese companies that are listed on the stock market which produced 242 usable responses for the analysis, both multiple regression analyses and SEM were used to test the hypotheses. Our results showed that the majority of our hypotheses were supported, which is similar to the existing literature. The outcomes imply that institutionalization processes and alliance green knowledge sharing play salient functions in firm alliance performance while implemented in the context of green supply chain management. Furthermore, the results indicate that the concept of institutionalization and isomorphism are relevant and Mimetic pressures were found to be the most significant in both internal and external green SCM practices, while also providing instructive managerial implications through empirical evidence.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75505290","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：