Pub Date : 2023-01-01DOI: 10.18848/2327-0144/cgp/v30i02/23-49
Sara Kabil, Namrah Ilyas
{"title":"The Role of Online Whiteboard Tools in Supporting Collaborative Learning, Learning Experience, and Satisfaction in the Online Classroom","authors":"Sara Kabil, Namrah Ilyas","doi":"10.18848/2327-0144/cgp/v30i02/23-49","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v30i02/23-49","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67575625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.18848/2327-0144/cgp/v30i02/51-66
Andrea Rueda Arranz, José Antonio Martínez Domingo, Magdalena Ramos Navas Parejo, Juan Carlos De la Cruz Campos
{"title":"TikTok as a New Resource in the Area of Physical Education in Primary Education","authors":"Andrea Rueda Arranz, José Antonio Martínez Domingo, Magdalena Ramos Navas Parejo, Juan Carlos De la Cruz Campos","doi":"10.18848/2327-0144/cgp/v30i02/51-66","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v30i02/51-66","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67575720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.18848/2327-0144/cgp/v30i01/91-105
Rafik Khan, A. Ali
{"title":"Students' Perceptions of EvalTools LMS: A Case Study","authors":"Rafik Khan, A. Ali","doi":"10.18848/2327-0144/cgp/v30i01/91-105","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v30i01/91-105","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67574874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.18848/2327-0144/cgp/v30i02/1-22
Elaine Hoter, Ilan Nagar
{"title":"Technical Support in Large Online Courses and MOOCs Using Virtual Worlds","authors":"Elaine Hoter, Ilan Nagar","doi":"10.18848/2327-0144/cgp/v30i02/1-22","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v30i02/1-22","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67575464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.18848/2327-0144/cgp/v30i02/67-82
Gregory R. MacKinnon, Tyler Mac Lean
{"title":"The Need for Self-Regulation: A Case Study of Two Online Second Language Learning Contexts","authors":"Gregory R. MacKinnon, Tyler Mac Lean","doi":"10.18848/2327-0144/cgp/v30i02/67-82","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v30i02/67-82","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"235 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67575274","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: 10.18848/2327-0144/cgp/v29i02/29-44
Glory Chiloane, T. de Jager, P. Mokgosi
{"title":"TVET Engineering Lecturers’ Perceptions on the Application of Technology Tools in Teaching and Learning in South Africa","authors":"Glory Chiloane, T. de Jager, P. Mokgosi","doi":"10.18848/2327-0144/cgp/v29i02/29-44","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v29i02/29-44","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67573816","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: 10.18848/2327-0144/cgp/v29i02/45-55
J. Sand
The COVID-19 pandemic forced educational institutions to expand virtual learning options, with many providing more synchronous online courses using video conferencing technology. This case study explores the student experience in a newly synchronous online course using live remote sessions and compares their perceptions of learning in that environment with traditional in-person and asynchronous online courses. Learning more about the student experience in classrooms of various modalities is important as institutions continue to expand virtual learning options in higher education and workforce training. Students responded to an online survey, and responses were summarized and described categorically and descriptively. Albeit limited to a single course, the overall student response rated their experience in a synchronous online course at or below a traditional classroom learning experience. The live sessions did not adequately address the common shortfalls that often come with asynchronous online learning, including building a sense of community and connectedness with the instructor and fellow classmates. Due to the unprecedented times, the synchronous online modality was the only option provided to students for this class. Virtual learning opportunities are essential to meet the diverse needs of students in higher education, but synchronous online learning is not an automatic substitution for an in-person experience;students should be provided multiple modalities to choose the classroom environment that best fits their learning style.
{"title":"Student Perceptions of a Synchronous Online Learning Experience: How Does It Compare?","authors":"J. Sand","doi":"10.18848/2327-0144/cgp/v29i02/45-55","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v29i02/45-55","url":null,"abstract":"The COVID-19 pandemic forced educational institutions to expand virtual learning options, with many providing more synchronous online courses using video conferencing technology. This case study explores the student experience in a newly synchronous online course using live remote sessions and compares their perceptions of learning in that environment with traditional in-person and asynchronous online courses. Learning more about the student experience in classrooms of various modalities is important as institutions continue to expand virtual learning options in higher education and workforce training. Students responded to an online survey, and responses were summarized and described categorically and descriptively. Albeit limited to a single course, the overall student response rated their experience in a synchronous online course at or below a traditional classroom learning experience. The live sessions did not adequately address the common shortfalls that often come with asynchronous online learning, including building a sense of community and connectedness with the instructor and fellow classmates. Due to the unprecedented times, the synchronous online modality was the only option provided to students for this class. Virtual learning opportunities are essential to meet the diverse needs of students in higher education, but synchronous online learning is not an automatic substitution for an in-person experience;students should be provided multiple modalities to choose the classroom environment that best fits their learning style.","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67574207","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}
{"title":"Teletandem: A Scenario for Autonomous Language Learning","authors":"Hilda Hidalgo Avilés, Martha Guadalupe Hernández Alvarado, Norma Angélica Espinosa Butrón","doi":"10.18848/2327-0144/cgp/v30i01/17-28","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v30i01/17-28","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67574307","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: 10.18848/2327-0144/cgp/v30i01/65-89
R. Nassr, Omer S. Alkhnbashi, D. A. Aldossary
COVID-19 related lockdowns forced students of higher education to receive education entirely online as a replacement for physical attendance in classrooms. This new situation caused students to discover the advantages and disadvantages of e-learning and influenced their satisfaction in using it and intention to use it. Consequently, this study revisits the intention to use and satisfaction-related theories based on pre-COVID conditions. This revisit was necessary because the evidence suggests that students' new situation has changed some determinants related to their satisfaction and intention to use. This situation warranted the simultaneous consideration of many dimensions when measuring user satisfaction and intention to use during the lockdown. This cross-sectional study developed an integrated model to measure students' satisfaction and its impact on intention to use e-learning. Structural equation modeling was used to conduct the empirical analysis. Nine hundred respondents from Malaysia and Saudi Arabia participated in this study. Students from Malaysia and Saudi Arabia showed marginal differences in their perceptions of e-learning. The findings showed changes in students' perceptions toward satisfaction and intention to use e-learning, which might be due to using e-learning exclusively.
{"title":"Revisiting User Satisfaction and Intention to Use: A Cross-Sectional Study of e-Learning during Lockdown","authors":"R. Nassr, Omer S. Alkhnbashi, D. A. Aldossary","doi":"10.18848/2327-0144/cgp/v30i01/65-89","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v30i01/65-89","url":null,"abstract":"COVID-19 related lockdowns forced students of higher education to receive education entirely online as a replacement for physical attendance in classrooms. This new situation caused students to discover the advantages and disadvantages of e-learning and influenced their satisfaction in using it and intention to use it. Consequently, this study revisits the intention to use and satisfaction-related theories based on pre-COVID conditions. This revisit was necessary because the evidence suggests that students' new situation has changed some determinants related to their satisfaction and intention to use. This situation warranted the simultaneous consideration of many dimensions when measuring user satisfaction and intention to use during the lockdown. This cross-sectional study developed an integrated model to measure students' satisfaction and its impact on intention to use e-learning. Structural equation modeling was used to conduct the empirical analysis. Nine hundred respondents from Malaysia and Saudi Arabia participated in this study. Students from Malaysia and Saudi Arabia showed marginal differences in their perceptions of e-learning. The findings showed changes in students' perceptions toward satisfaction and intention to use e-learning, which might be due to using e-learning exclusively.","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67574805","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: 10.18848/2327-0144/cgp/v30i01/51-64
Hsing-Wen Hu, Grant Sasse, Lee Cheng Yuan
{"title":"Quality Online Tutoring: Preparing Preservice Teachers to Serve Students in Rural Areas","authors":"Hsing-Wen Hu, Grant Sasse, Lee Cheng Yuan","doi":"10.18848/2327-0144/cgp/v30i01/51-64","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v30i01/51-64","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67575149","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：