Search results

1 – 10 of over 14000
Article
Publication date: 30 August 2023

Garima Saini and Mubashir Majid Baba

Multimedia facilitates knowledge acquisition, which has a significant impact on students' learning and is a big potential of information and communication technology. Learning…

Abstract

Purpose

Multimedia facilitates knowledge acquisition, which has a significant impact on students' learning and is a big potential of information and communication technology. Learning through multimedia has psychological benefits for the learner in addition to being used for recreational learning. To define the cognitive theory of multimedia in successful learning and to develop the study's hypothesis, this study aims to focus on the psychological expedients of the learner and their perception of multimedia learning.

Design/methodology/approach

The longitudinal study was conducted to understand the effect of the use of multimedia applications in learning on blended learning and the metamemory satisfaction of learners. The data were collected in three phases and analysed on partial least squares structural equation modelling 4 software.

Findings

Learners' use of multimedia applications is positively connected with their perceptions of themselves as critical thinkers and their attitudes towards learning. Blended learning and the satisfaction of metamemory are directly impacted by the learner's attitude. The same is true for how critical thinking self-perception affects blended learning. Additionally, the association between the use of multimedia applications and one's critical thinking self-perception is positively moderated by mindfulness. Similarly, conscientiousness influences the connection between attitude and metamemory satisfaction in a favourable way. Finally, metamemory satisfaction is positively and significantly impacted by blended learning.

Research limitations/implications

Learning through multimedia affects the sensory system and then imitates the real world which helps in a better understanding of the stimuli. The psychological effects and applications (rational utilization of perception, memory and emotions) are highlighted which shows scrutiny of the multimedia content in effective learning.

Originality/value

Multimedia learning helps in gaining attention, increasing retention and improving comprehension resulting in remembering the content and boosting effective learning. To the best of the authors’ knowledge, this paper is the first one to look into how the usage of multimedia effects blended learning and metamemory satisfaction in terms of learners' attitudes and perceptions. It also discusses two phenomena: the multimodality of human perception and the so-called polyphony of reality in the emergence of this new technology.

Open Access
Article
Publication date: 1 June 2017

Fakieh Alrabai

This study attempts to assess the readiness of Saudi students for independent/autonomous learning, with a focus on learning of English as a Foreign Language (EFL). The study used…

1887

Abstract

This study attempts to assess the readiness of Saudi students for independent/autonomous learning, with a focus on learning of English as a Foreign Language (EFL). The study used a questionnaire and semi-structured interviews to gain insights from a population of 319 students (aged 15-24) about their perceptions of responsibilities, decision-making abilities, motivation, involvement in autonomy-related activities, and capacity to take charge of their own learning. The findings of the study confirmed the relatively low readiness of Saudi EFL learners for independent learning (M = 3.06 on a scale of 1 to 5, SD =.31). Learners demonstrated low responsibility levels, since only 17.27% of them perceived that they accept sole responsibility for their EFL learning. Respondents reported a moderate level of ability (M = 3.63) and motivation (M = 3.70) to learn English. A considerable percentage of participants (27.29%) reported that they are rarely involved in self-directed activities; they demonstrated high levels of teacher dependency and low levels of learner independence. Despite the participants’ reasonable level of awareness of the nature of learner autonomy and its demands, their responses identified them as EFL learners with low autonomy. This study informs EFL learning stakeholders in Saudi Arabia that learners’ readiness for such conditions must be developed before interventions aimed at promoting autonomy are implemented in this context.

.هيتاذ ةروصب ةيزيلجنلإا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج ىدم ميقت نأ ةساردلا هذه لواحت تفظونايبتسا ةساردلا ا تلاباقمو رظن ةهجو ىلع لوصحلل319 لوح ابلاط يتاذ لكشب ملعتلل ةيلوئسملا مهلمحت ىدمةيعفادلا ،رارقلا ذاختا ىلع مهتردق ، ةغللا ملعتلةيبنجلاا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج فعض ةساردلا جئاتن تتبثا .يتاذ لكشب ملعتلا ىلع ةردقلاو ،ةيتاذلا ةطشنلأا يف ةكراشملا ،يلجنلإا = طسوتم( يتاذ لكشب ةيز3.06 = يرايعم فارحنا ،31. ثيح يتاذ لكشب ملعتلل ةيلوئسملل مهلمحت فعض نوكراشملا تبثا .)تبسن ام ىعداه طقف(17.27 ملعتلا ىلع ةردقلل ةطسوتم تايوتسم نوكراشملا سكع نيح يف كلذل مهلمحت نيكراشملا يلامجا نم )%3.63ةيعفادلاو ) لجنلإا ةغللا ملعتل( ةيزي3.70( نيكراشملا نم ةريبك ةبسن سكعت .)27.83يف مهتكراشم مدع )% يتاذلا ملعتلا ةطشنأ ريبك لكشب دامتعلااولوح نوكراشملا اهادبا يتلا ةطسوتملا تايوتسملا نم مغرلا ىلع .سفنلا ىلع دامتعلاا فعضو ملعملا ىلع فارتعلاا بمهتاباجا نا لاا هتابلطتمو يتاذلا ملعتلا ةيمهأ هذه يصوت .يتاذلا ملعتلل مهتيزهاج مدع تتبثا ةلباقملا ةلئساو نايبتسلاا ىلعلا جمد ةلواحم لبق يتاذلا ملعتلل ةبسانملا ةئيبلا ريفوتب ةيدوعسلا ةيبرعلا ةكلمملا يف ةيزيلجنلإا ةغللا ملعت نع نيلوئسملا ةساردلا يف بلاط .ملعتلا نم عونلا اذه

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 14 no. 1
Type: Research Article
ISSN: 2077-5504

Article
Publication date: 27 February 2024

Wagdi Rashad Ali Bin-Hady and Jamal Kaid Mohammed Ali

This study probed the impact of using learning technologies (LT) on developing Yemeni English as a foreign language (EFL) students' autonomy and creativity toward English language…

Abstract

Purpose

This study probed the impact of using learning technologies (LT) on developing Yemeni English as a foreign language (EFL) students' autonomy and creativity toward English language learning. Also, the research gauged if LT impacts learners' autonomy and creativity across gender and university-type variables.

Design/methodology/approach

The study utilized a valid and reliable questionnaire, comprising 20 close-ended items, which was administered to 109 Yemeni EFL undergraduate students.

Findings

The researchers found that LT positively impacts learners' creativity and autonomy, with mean scores of 4.09 and 3.86, respectively. Furthermore, the results showed a medium correlation between creativity and autonomy with a correlation coefficient of r = 0.63 at a probability of Sig = 0.00. Likewise, the results revealed that LT impacted female learners' creativity more significantly than their male counterparts (Sig = 0.047). Nevertheless, no significant differences were found pertaining to the impact of LT on students' autonomy across public and private universities (Sig = 0.213).

Social implications

EFL teachers are advised to encourage their students' autonomy and creativity throughout their lifelong learning journey in order to adapt to the ever-changing demands of the world.

Originality/value

This study investigates the impact of learning technology on Yemeni EFL students' autonomy and creativity.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 11 July 2007

Ji‐Hye Park and Tim Wentling

The purpose of this study is to investigate the effect of factors associated with e‐learning, particularly computer attitudes and usability, on transfer of training in workplace…

9330

Abstract

Purpose

The purpose of this study is to investigate the effect of factors associated with e‐learning, particularly computer attitudes and usability, on transfer of training in workplace e‐learning courses.

Design/methodology/approach

This study relied on quantitative data obtained from four online survey questionnaires. The sample of this study was 47 learners who took either one soft‐skill e‐learning course or one hard‐skill e‐learning course in a selected company and their supervisors.

Findings

The results demonstrated that learners' computer attitudes impact their perception of the usability of the e‐learning courses, and that this perception influences the degree of their transfer of training. The results imply that when learners come to an e‐learning class with positive attitudes toward computers, they feel the e‐learning course system to be more satisfactory and efficient, and accordingly they can better transfer what they have learned to job performance.

Research limitations/implications

The sample of this study is limited. Further research studies with various learners should be conducted. Additionally, the measure of transfer merely relied on their perception of it. Further studies should give more attention to the multifaceted measures of the actual transfer. Finally, further research should be conducted to examine other general factors pertaining to the transfer of training in e‐learning settings in addition to computer attitudes and usability.

Originality/value

The study expands the knowledge base regarding transfer of training by focusing on e‐learning, which is rapidly growing and receiving great attention in the workplace, and thus contributes to the establishment of a more comprehensive model of transfer of training.

Details

Journal of Workplace Learning, vol. 19 no. 5
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 1 March 2001

Sally Sambrook

This article reports on a research study conducted in the UK, exploring learnersperceptions of the quality of computer based learning materials. With an increasing emphasis on…

1888

Abstract

This article reports on a research study conducted in the UK, exploring learnersperceptions of the quality of computer based learning materials. With an increasing emphasis on individual and collective learning to enhance competitive advantage, it is important for managers and HRD practitioners to be able to judge the quality of ICT based learning resources to assure effective learning. Yet, this is often a difficult task and a potential barrier to the use of computer based learning. In addition, learnersperceptions may affect the quality of learning outcomes. The article presents a learner evaluation tool, a feature of which is the use of qualitative methods to elicit learners’ experiences. Research findings suggest that the factors influencing learning could be both positive and negative, highlighting the complexity and subjectivity of such evaluation. This is an important step towards recognition of how learning might be hindered or helped within the ICT context.

Details

Journal of European Industrial Training, vol. 25 no. 2/3/4
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 14 July 2022

Ali Pakdaman, Goudarz Alibakhshi and Abdollah Baradaran

A couple of decades ago, the negotiated syllabus was introduced as an alternative to the predetermined syllabus. The review of the related studies shows the number of studies on…

Abstract

Purpose

A couple of decades ago, the negotiated syllabus was introduced as an alternative to the predetermined syllabus. The review of the related studies shows the number of studies on the use of negotiated syllabus in English language teaching is scanty. The main purpose of the study was to explore the advantages/merits of employing negotiated syllabus in general English courses that undergraduate students take.

Design/methodology/approach

The authors employed the phenomenology research method to deeply delve into the undergraduate students' perceptions of the advantages of the negotiated syllabus. The phenomenology method is used for investigating human lived experiences through the descriptions given by the people involved in the study. This qualitative research method is mainly used to study fields with little or no knowledge. The authors collected the data through in-depth interviews with the informants (18 students) who were selected through theoretical sampling. The informants were undergraduate students at Allameh Tabataba'i University who were selected through theoretical sampling. The authors listened to the recordings to transcribe the participants' statements and remarks verbatim. Then, we analyzed the interviews thematically through open, axial and selective coding. This study aimed at exploring the participants' perspectives on the advantages of the negotiated Syllabus. The study's main objective was to investigate the advantages/merits of employing negotiated Syllabus in undergraduate students' general English courses.

Findings

Findings revealed that employing the negotiated syllabus resulted in many advantages which were reduced into three axial coding: psychological, pedagogical and individual. Generally, the negotiated syllabus reduces the students' anxiety, improves their motivation, affects their language achievement and develops their critical thinking and learner autonomy.

Practical implications

Teachers are recommended to minimize the constraints and use the negotiated syllabus to optimize language learners' motivation and language achievement in teaching English programs.

Originality/value

The impact of the negotiated syllabus on language learners has been investigated through quantitative research methods. However, the language learners' perceptions of the negotiated syllabus have not been well explored qualitatively.

Details

Qualitative Research Journal, vol. 22 no. 4
Type: Research Article
ISSN: 1443-9883

Keywords

Article
Publication date: 25 April 2022

Yung-Ming Cheng

The purpose of this study is to propose a hybrid model integrating the expectation-confirmation model with the views of cognitive absorption (CA) theory and updated DeLone and…

Abstract

Purpose

The purpose of this study is to propose a hybrid model integrating the expectation-confirmation model with the views of cognitive absorption (CA) theory and updated DeLone and McLean information system success model to examine whether quality factors as antecedents to medical professionals’ beliefs can affect their continuance intention of the cloud-based e-learning system.

Design/methodology/approach

This study’s sampling frame was taken from among medical professionals working in hospitals with over 300 beds in Taiwan which had implemented the cloud-based learning management system (LMS) with a blend of asynchronous and synchronous technologies. Sample data for this study were collected from medical professionals at six hospitals in Taiwan. The data for this study were gathered by means of a paper-and-pencil survey, and each sample hospital that participated in this study was asked to identify a contact person who could distribute the survey questionnaires to medical professionals who had experience in using the cloud-based LMS in their learning. A total of 600 questionnaires were distributed, and 378 (63.0%) usable questionnaires were analyzed using structural equation modeling in this study.

Findings

This study proved that medical professionals’ perceived learner–content interaction quality, learner–system interaction quality, service quality, cloud storage service quality and learner–human interaction quality all positively caused their perceived usefulness, confirmation and CA elicited by the cloud-based e-learning system, which jointly explained their satisfaction with the system, and resulted in their continuance intention of the system.

Research limitations/implications

Several limitations and suggestions may open avenues for future research. First, the limitation of self-reported measures should be considered; future research may combine with qualitative data (e.g. semi-structured, narrative, in-depth interviews, focus group interviews and open-ended questions) to get more complete interpretations of medical professionals’ cloud-based e-learning continuance intention. Next, this study’s data were collected from hospitals in Taiwan only; given this study’s limited scope, future research may generalize this study’s sample to the respondents of other national cultural backgrounds and make cross-country comparisons to enhance the completeness of this study. Finally, this study’ results were based on cross-sectional data; future research may use a longitudinal analysis by taking into account the evolution of medical professionals’ cloud-based e-learning continuance intention over time.

Originality/value

This study fully evaluates interaction-related and cloud-related quality determinants through an understanding of medical professionals’ state of CA in explaining their cloud-based e-learning system continuance intention that is difficult to expound with only their utilitarian perception of the system. Hence, the results contribute to deep insights into an all-round quality evaluation in the field of medical professionals’ cloud-based e-learning continuance intention, and extrinsic and intrinsic motivators are both taken into consideration in this study’s theoretical development of medical professionals’ cloud-based e-learning continuance intention to acquire a more comprehensive and robust analysis.

Article
Publication date: 31 May 2022

Yung-Ming Cheng

The purpose of this study is to propose the research model integrating the expectation-confirmation model with the views of learning engagement (LE) and extending DeLone and…

1052

Abstract

Purpose

The purpose of this study is to propose the research model integrating the expectation-confirmation model with the views of learning engagement (LE) and extending DeLone and McLean information systems (IS) success model to examine whether quality determinants as antecedents to students' beliefs can influence students' continuance intention of massive open online courses (MOOCs).

Design/methodology/approach

Sample data for this study were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed, and 363 (60.5%) useable questionnaires were analyzed using structural equation modeling in this study.

Findings

This study proved that students' perceived knowledge quality, system quality, interface design quality, learner–instructor interaction quality, and collaboration quality all positively caused students' perceived usefulness, confirmation and LE in MOOCs, which jointly explained students' satisfaction with MOOCs and subsequently resulted in students' continuance intention of MOOCs.

Originality/value

This study fully evaluates IS-related and interaction-related quality determinants via an understanding of students' state of LE in explaining students' continuance intention of MOOCs that is difficult to expound with only their utilitarian perception of MOOCs. Hence, this study contributes to deep insights into an all-round quality evaluation in the field of MOOCs continuance intention and takes extrinsic and intrinsic motivators into account in the theoretical development of MOOCs continuance intention to acquire a more comprehensive and robust analysis.

Open Access
Article
Publication date: 1 August 2016

Hazalina Hashim

The purpose of this paper is to reuse learning resources from course module and forum discussion in ODL settings and structure it with ontological representation.

Abstract

Purpose

The purpose of this paper is to reuse learning resources from course module and forum discussion in ODL settings and structure it with ontological representation.

Design/methodology/approach

Thus, an ontology is designed by extending simple knowledge organization system specification to structure the learning resources. Furthermore, a semantic forum system is proposed as a front end mechanism to represent the ontological structure designed for the learner to easily access, search and navigate the relevant knowledge of interest. In addition, this study evaluates the effectiveness of the proposed system along with three variables, namely, learnersperceptions, system design perceptions and system content perceptions. Accordingly, a close-ended online survey was developed and administered to 74 online learners.

Findings

The findings demonstrate positive perceptions of the proposed system which is based on ontological representation as an effective learning system that is able to enhance the understanding of courses taught.

Originality/value

This paper presents an ontological structure approach to add meaning to the learning resources, indexed in such a way that it can be reused, searched, processed and shared.

Details

Asian Association of Open Universities Journal, vol. 11 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

Article
Publication date: 13 April 2012

Hye Jeong Kim, Susan Pederson and Moira Baldwin

The purpose of this paper is to examine students’ experiences with a case‐enhanced e‐learning environment in a higher‐education institute.

1593

Abstract

Purpose

The purpose of this paper is to examine students’ experiences with a case‐enhanced e‐learning environment in a higher‐education institute.

Design/methodology/approach

In total, 67 graduate students volunteered to take part in this experiment. The participants were assigned to treatment groups using tutorial with case‐based learning (CBL) module or comparison groups using tutorial only. They completed a background survey, a technological proficiency survey, a pre‐ and post‐knowledge test, and a learner perception survey of the e‐learning environment.

Findings

The present study found a significant increase in the level of domain knowledge in both a tutorial‐only group and a tutorial with CBL module group. The tutorial with CBL group scored significantly higher on learnersperceptions of the e‐learning environment in terms of ease of use, satisfaction, and usefulness. In addition, the results of the use of a CBL module based on individual differences such as gender, degree level, and information technology self‐efficacy are discussed.

Practical implications

Designing an e‐learning environment for adult learners needs to consider their needs and motives. Adult learners who have specific learning goals tend to be more satisfied with an interactive and supportive e‐learning environment using real cases, rather than sequential and less flexible e‐learning only.

Originality/value

This paper describes an e‐learning system including the case module to enhance learner's satisfaction and knowledge. The paper contributes to the literature on CBL in adult learning and higher education context and in the design of a practical learning environment for user satisfaction.

1 – 10 of over 14000