The transition to distance learning during COVID-19 has completely overturned the teaching-learning way of the world's education system. Based on the technology acceptance model, this study was conducted to explore what factors might affect the teachers' attitudes toward the online teaching regime. Structural equation modeling was employed to analyze data drawn from high school teachers in Vietnam. The findings presented that the perceived usefulness of digital teaching was the most fundamental determinant of teachers' attitudes and played a mediating role in linking the perceived ease of use to attitude. As an external factor, school assistance was significantly associated with both perceived ease of use and perceived usefulness, which provides facilitating conditions to ensure successful adoption of online teaching. Age and teaching experience also had a significant influence on external assistance and teachers' attitudes, respectively. This investigation sheds light on promoting digital transformation in the education sector in Vietnam and other countries.
{"title":"Factors Affecting High School Teachers' Attitudes Towards Online Teaching","authors":"Hong Thi Nguyen","doi":"10.4018/ijopcd.322790","DOIUrl":"https://doi.org/10.4018/ijopcd.322790","url":null,"abstract":"The transition to distance learning during COVID-19 has completely overturned the teaching-learning way of the world's education system. Based on the technology acceptance model, this study was conducted to explore what factors might affect the teachers' attitudes toward the online teaching regime. Structural equation modeling was employed to analyze data drawn from high school teachers in Vietnam. The findings presented that the perceived usefulness of digital teaching was the most fundamental determinant of teachers' attitudes and played a mediating role in linking the perceived ease of use to attitude. As an external factor, school assistance was significantly associated with both perceived ease of use and perceived usefulness, which provides facilitating conditions to ensure successful adoption of online teaching. Age and teaching experience also had a significant influence on external assistance and teachers' attitudes, respectively. This investigation sheds light on promoting digital transformation in the education sector in Vietnam and other countries.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42029648","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}
After more than two years of the beginning of Covid-19 crisis, this research work investigates the students' acceptance towards utilizing learning management systems (LMSs) as a useful supporting learning medium while most of higher education institutions over the world have adopted these systems to become an indispensable, promising teaching tool and considering the distance learning as compliance to the conditions of social isolation is case of any crisis. This article analyzes the most significant factors effecting the adoption and led to the acceptance of LMSs through the higher education across 423 undergraduate and postgraduate students from several universities in Jordan. By applying the structural equation modelling, the results reveal that all proposed determinants have an impact on the adoption of distance learning, with noted significant impact for social isolation. The infection anxiety and students' level have moderated these effects on the behavioral intentions and actual use of learning management systems and show significant impact on them.
{"title":"Testing the Impact of Social Isolation on Students' Acceptance of Learning Management Systems After the COVID-19 Crisis Using a Modified UTAUT Model","authors":"Alaa M. Momani","doi":"10.4018/ijopcd.322780","DOIUrl":"https://doi.org/10.4018/ijopcd.322780","url":null,"abstract":"After more than two years of the beginning of Covid-19 crisis, this research work investigates the students' acceptance towards utilizing learning management systems (LMSs) as a useful supporting learning medium while most of higher education institutions over the world have adopted these systems to become an indispensable, promising teaching tool and considering the distance learning as compliance to the conditions of social isolation is case of any crisis. This article analyzes the most significant factors effecting the adoption and led to the acceptance of LMSs through the higher education across 423 undergraduate and postgraduate students from several universities in Jordan. By applying the structural equation modelling, the results reveal that all proposed determinants have an impact on the adoption of distance learning, with noted significant impact for social isolation. The infection anxiety and students' level have moderated these effects on the behavioral intentions and actual use of learning management systems and show significant impact on them.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41903422","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}
Satu-Maarit Frangou, Unni Länsman, Pigga Keskitalo
This article presents the findings of a survey (N = 35) conducted among teachers working above the Arctic Circle in Northern Finland, specifically in the Sámi Domicile Area educational institutions (the Utsjoki, Enontekiö, Inari, and Sodankylä municipalities). The survey's goal was to determine what types of premises instructors worked in when working in online environments, as well as what types of developmental needs they indicated. The survey was designed around a technology integration framework that focuses on and combines technological, pedagogical, and content knowledge, and technological-pedagogical content knowledge (TPACK) by Mishra and Koehler for the effective and meaningful integration of technology in teaching and learning activities. The findings suggest that digital education is still being implemented at a variety of levels in Northern schools and that greater efforts should be made to ensure that appropriate techniques and equal learning opportunities are available to all students.
{"title":"Teachers' Technology-Enhanced Remote Teaching Competency in an Arctic Ubiquitous Pedagogical Context","authors":"Satu-Maarit Frangou, Unni Länsman, Pigga Keskitalo","doi":"10.4018/ijopcd.322783","DOIUrl":"https://doi.org/10.4018/ijopcd.322783","url":null,"abstract":"This article presents the findings of a survey (N = 35) conducted among teachers working above the Arctic Circle in Northern Finland, specifically in the Sámi Domicile Area educational institutions (the Utsjoki, Enontekiö, Inari, and Sodankylä municipalities). The survey's goal was to determine what types of premises instructors worked in when working in online environments, as well as what types of developmental needs they indicated. The survey was designed around a technology integration framework that focuses on and combines technological, pedagogical, and content knowledge, and technological-pedagogical content knowledge (TPACK) by Mishra and Koehler for the effective and meaningful integration of technology in teaching and learning activities. The findings suggest that digital education is still being implemented at a variety of levels in Northern schools and that greater efforts should be made to ensure that appropriate techniques and equal learning opportunities are available to all students.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42141132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research focuses on the learning and teaching effectiveness of using web-based IRS in courses for pre-service teachers. This study was conducted to explore the students' perception and IRS instruction effect. The following question was investigated: how does the use of ZUVIO influence learners' perceptions, experience, and the quality of interactive instruction? Key findings revealed that ZUVIO enriched the quality of teaching and learning, with the highest influence reported on all types of assessment, including live and formative assessment, ongoing assessment, and self-assessment, as well as improved learning experience in content delivery, interaction, engagement, and motivation. These findings also suggest that the use of IRS is likely to minimize distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms. Other factors that contributed to students' enhanced learning included the creation and integration of appropriate content in ZUVIO, providing students with timely feedback, and game-play strategies.
{"title":"Preliminary Study on Exploring Students' Perceptions of Instant Response Systems in Pre-Service Teacher Courses","authors":"Hsin-Tzu Chen","doi":"10.4018/ijopcd.322781","DOIUrl":"https://doi.org/10.4018/ijopcd.322781","url":null,"abstract":"The purpose of this research focuses on the learning and teaching effectiveness of using web-based IRS in courses for pre-service teachers. This study was conducted to explore the students' perception and IRS instruction effect. The following question was investigated: how does the use of ZUVIO influence learners' perceptions, experience, and the quality of interactive instruction? Key findings revealed that ZUVIO enriched the quality of teaching and learning, with the highest influence reported on all types of assessment, including live and formative assessment, ongoing assessment, and self-assessment, as well as improved learning experience in content delivery, interaction, engagement, and motivation. These findings also suggest that the use of IRS is likely to minimize distractions, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms. Other factors that contributed to students' enhanced learning included the creation and integration of appropriate content in ZUVIO, providing students with timely feedback, and game-play strategies.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47250234","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}
Cloud classrooms are catching increasing attention in English teaching during the COVID-19 pandemic. Via multiple correlation analysis, path analysis, and data collected from randomly selected 230 participants, this study examined the effects of students' emotional perceptions and attitudes towards teaching feedback in cloud classroom learning environments. It was concluded that all emotional perceptions were significantly and positively correlated, and learning motivation caused the most significant effect, followed by interest. Learning motivation could predict the perceived teaching feedback. Students with strong self-confidence had strong learning motivation and interest in English learning. High-score students preferred more profound and euphemistic comments; medium-score students hoped to catch more attention and obtain positive feedback from teachers; poor-score students favored direct and explicit evaluations. This study is helpful to future research into non-verbal and peer feedback in technology-based learning environments.
{"title":"Students' Emotional Perceptions and Attitudes Toward English Teacher Feedback in Cloud Classroom Learning Environments During the COVID-19 Pandemic","authors":"Ming Li, Xixi Liu, Zhonggen Yu","doi":"10.4018/ijopcd.322782","DOIUrl":"https://doi.org/10.4018/ijopcd.322782","url":null,"abstract":"Cloud classrooms are catching increasing attention in English teaching during the COVID-19 pandemic. Via multiple correlation analysis, path analysis, and data collected from randomly selected 230 participants, this study examined the effects of students' emotional perceptions and attitudes towards teaching feedback in cloud classroom learning environments. It was concluded that all emotional perceptions were significantly and positively correlated, and learning motivation caused the most significant effect, followed by interest. Learning motivation could predict the perceived teaching feedback. Students with strong self-confidence had strong learning motivation and interest in English learning. High-score students preferred more profound and euphemistic comments; medium-score students hoped to catch more attention and obtain positive feedback from teachers; poor-score students favored direct and explicit evaluations. This study is helpful to future research into non-verbal and peer feedback in technology-based learning environments.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42421546","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}
This study investigates the emotional experiences of undergraduate students when taking computer-based compared to traditional paper-based exams. The authors surveyed 144 students and conducted in-depth written interviews with 44 of them to gain a comprehensive understanding of their emotions and experiences. The findings revealed that students generally feel more positive emotions, such as enjoyment, hope, and pride during computer-based exams. Conversely, they experienced less anger, anxiety, and hopelessness compared to paper-based exams. However, they observed no significant differences in feelings of relief and shame between the two exam modes. The interview responses provided valuable insights into the reasons behind these emotions. Students found computer-based testing to be more efficient, user-friendly for language editing, and appreciated the auto-grading features. However, technical concerns were identified as a major challenge in this format. On the other hand, paper-based exams allowed students to avoid technical problems, draft their answers, and express ideas more effectively. Despite these advantages, students reported disliking the lengthiness of the written responses, the difficulty of editing, and the pressure of maintaining legible handwriting. Overall, this study sheds light on the emotional experiences of students in different exam formats, helping educators make informed decisions to optimize testing environments.
{"title":"Achievement Emotions in Paper-Based Exams vs. Computer-Based Exams","authors":"Reem AlSufayan, D. El-Dakhs","doi":"10.4018/ijopcd.322084","DOIUrl":"https://doi.org/10.4018/ijopcd.322084","url":null,"abstract":"This study investigates the emotional experiences of undergraduate students when taking computer-based compared to traditional paper-based exams. The authors surveyed 144 students and conducted in-depth written interviews with 44 of them to gain a comprehensive understanding of their emotions and experiences. The findings revealed that students generally feel more positive emotions, such as enjoyment, hope, and pride during computer-based exams. Conversely, they experienced less anger, anxiety, and hopelessness compared to paper-based exams. However, they observed no significant differences in feelings of relief and shame between the two exam modes. The interview responses provided valuable insights into the reasons behind these emotions. Students found computer-based testing to be more efficient, user-friendly for language editing, and appreciated the auto-grading features. However, technical concerns were identified as a major challenge in this format. On the other hand, paper-based exams allowed students to avoid technical problems, draft their answers, and express ideas more effectively. Despite these advantages, students reported disliking the lengthiness of the written responses, the difficulty of editing, and the pressure of maintaining legible handwriting. Overall, this study sheds light on the emotional experiences of students in different exam formats, helping educators make informed decisions to optimize testing environments.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47818150","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 study investigated the challenges encountered by mathematics postgraduate students' learning courses via online platforms. An online survey included 31 postgraduate mathematics students. Mean responses and regression analysis were used for data evaluation. The results indicate social-related challenges are the most important factor to learn mathematics in an online platform, although the challenges including accessibility of online learning resource, course nature, online learning skill, and instructor-related challenges are confirmed with a higher mean response. Moreover, a multiple regression analysis has indicated that social and instructor related challenges are significant predictors of students' overall expectation of learning mathematics courses on the online platform. The study concluded that students prefer learning mathematics courses via face-to-face approach over online platforms, and students do not want to extend semester courses with an online approach. From the finding, adapting a blended approach is recommended for a similar situation of the current study.
{"title":"Challenges of Teaching and Learning Mathematics Courses in Online Platforms","authors":"Dejene Girma Denbel","doi":"10.4018/ijopcd.321155","DOIUrl":"https://doi.org/10.4018/ijopcd.321155","url":null,"abstract":"The study investigated the challenges encountered by mathematics postgraduate students' learning courses via online platforms. An online survey included 31 postgraduate mathematics students. Mean responses and regression analysis were used for data evaluation. The results indicate social-related challenges are the most important factor to learn mathematics in an online platform, although the challenges including accessibility of online learning resource, course nature, online learning skill, and instructor-related challenges are confirmed with a higher mean response. Moreover, a multiple regression analysis has indicated that social and instructor related challenges are significant predictors of students' overall expectation of learning mathematics courses on the online platform. The study concluded that students prefer learning mathematics courses via face-to-face approach over online platforms, and students do not want to extend semester courses with an online approach. From the finding, adapting a blended approach is recommended for a similar situation of the current study.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46436447","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}
In the COVID-19 pandemic, delivering learning content to students via the use of technologies has become mainstream. Among various technology-supported learning modes, game-based language learning (GBLL) has been considered an effective approach to engaging learners in joyful and interactive contexts. This study aims to provide an overview of GBLL using bibliometric mapping analysis and coding analysis. This systematic review provides a scoping overview of empirical evidence on the use and impacts of games in language learning from 1989 to 2020. Based on a set of criteria retrieved from the Web of Science, 101 articles were analyzed. The coding analysis were three aspects to identify the research issues, performance issues, and interaction issues. Moreover, in a comprehensive review of the research on GBLL, insights are provided for educators and future research. The findings differing from those of previous reviews can serve as a reference for researchers on GBLL-related studies.
在2019冠状病毒病大流行期间，通过使用技术向学生提供学习内容已成为主流。在各种技术支持的学习模式中，基于游戏的语言学习(GBLL)被认为是一种有效的方法，可以让学习者沉浸在快乐和互动的环境中。本研究旨在利用文献计量图分析和编码分析对GBLL进行概述。本文系统回顾了1989年至2020年期间游戏在语言学习中的使用和影响的经验证据。基于从Web of Science检索到的一组标准，我们分析了101篇文章。编码分析从三个方面来确定研究问题、性能问题和交互问题。此外，在对GBLL研究的全面回顾中，为教育者和未来的研究提供了见解。研究结果与以往文献综述有所不同，可为gbll相关研究提供参考。
{"title":"Game-Based Language Learning in Technological Contexts: An Integrated Systematic Review and Bibliometric Analysis","authors":"Gwo-jen Hwang, Pei-Ying Chen, S. Chu, Wen-Hua Chuang, Chin-Ya Juan, Hui-Yun Chen","doi":"10.4018/ijopcd.316184","DOIUrl":"https://doi.org/10.4018/ijopcd.316184","url":null,"abstract":"In the COVID-19 pandemic, delivering learning content to students via the use of technologies has become mainstream. Among various technology-supported learning modes, game-based language learning (GBLL) has been considered an effective approach to engaging learners in joyful and interactive contexts. This study aims to provide an overview of GBLL using bibliometric mapping analysis and coding analysis. This systematic review provides a scoping overview of empirical evidence on the use and impacts of games in language learning from 1989 to 2020. Based on a set of criteria retrieved from the Web of Science, 101 articles were analyzed. The coding analysis were three aspects to identify the research issues, performance issues, and interaction issues. Moreover, in a comprehensive review of the research on GBLL, insights are provided for educators and future research. The findings differing from those of previous reviews can serve as a reference for researchers on GBLL-related studies.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91014895","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}
Literature review unveils the need for exploring what student teachers of English think about their experiences of preparing digital stories for young learners, and investigating their perceptions with regard to the use of digital storytelling in the teaching of English to young learners. This instrumental case study aims to unpack pre-service English teachers' conceptions of their experiences of creating digital short stories and incorporating them into young English language learner classes. The qualitative data collected through conducting a qualitative survey and an in-depth interview with Turkish student teachers of English following their experiences of designing digital short stories for young learners was analysed, performing inductive content analysis. The results demonstrated the student English teachers held strong beliefs in the beneficial effect of digital short stories on fostering young English language learners' learning, and the process of developing digital short stories was not extremely challenging and furthered their technological competence.
{"title":"Student English Teachers' Vantage Points of the Digital Short Stories They Designed for Young Learners","authors":"Gülten Koşar","doi":"10.4018/ijopcd.315299","DOIUrl":"https://doi.org/10.4018/ijopcd.315299","url":null,"abstract":"Literature review unveils the need for exploring what student teachers of English think about their experiences of preparing digital stories for young learners, and investigating their perceptions with regard to the use of digital storytelling in the teaching of English to young learners. This instrumental case study aims to unpack pre-service English teachers' conceptions of their experiences of creating digital short stories and incorporating them into young English language learner classes. The qualitative data collected through conducting a qualitative survey and an in-depth interview with Turkish student teachers of English following their experiences of designing digital short stories for young learners was analysed, performing inductive content analysis. The results demonstrated the student English teachers held strong beliefs in the beneficial effect of digital short stories on fostering young English language learners' learning, and the process of developing digital short stories was not extremely challenging and furthered their technological competence.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90799894","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}
Álvaro Antón‐Sancho, Diego Vergara, Pablo Fernández‐Arias
This paper conducts quantitative research on the assessment made by university professors of the didactic use of virtual reality technologies according to the level of technological development and digitization of their country. For this purpose, a survey was used, the responses to which were statistically analyzed, and the level of digitalization was differentiated through the country's global innovation index. The results show that the valuations of virtual reality as a teaching tool are high, but the competence for its use of university professors is intermediate. On the other hand, it was found that the higher the country's level of digital development, the more pronounced the gender gap in this study. Similarly, the higher the country's level of digital development, the smaller the age gap.
{"title":"Impact of the Digitalization Level on the Assessment of Virtual Reality in Higher Education","authors":"Álvaro Antón‐Sancho, Diego Vergara, Pablo Fernández‐Arias","doi":"10.4018/ijopcd.314153","DOIUrl":"https://doi.org/10.4018/ijopcd.314153","url":null,"abstract":"This paper conducts quantitative research on the assessment made by university professors of the didactic use of virtual reality technologies according to the level of technological development and digitization of their country. For this purpose, a survey was used, the responses to which were statistically analyzed, and the level of digitalization was differentiated through the country's global innovation index. The results show that the valuations of virtual reality as a teaching tool are high, but the competence for its use of university professors is intermediate. On the other hand, it was found that the higher the country's level of digital development, the more pronounced the gender gap in this study. Similarly, the higher the country's level of digital development, the smaller the age gap.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85689913","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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