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Article
Publication date: 24 September 2020

Amit Joshi, Muddu Vinay and Preeti Bhaskar

In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has…

Abstract

Purpose

In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online. This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India.

Design/methodology/approach

Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti, version 8 was used to analyze the interview data.

Findings

The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties. The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns. Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments.

Practical implications

The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future. The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future.

Originality/value

Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India. To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques. The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

Keywords

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Article
Publication date: 14 March 2019

Gaurav Chopra, Pankaj Madan, Piyush Jaisingh and Preeti Bhaskar

E-learning has become an increasingly prevalent learning approach in higher educational institutions due to the fast growth of internet technologies in India. This paper…

Abstract

Purpose

E-learning has become an increasingly prevalent learning approach in higher educational institutions due to the fast growth of internet technologies in India. This paper aims to mainly focus on evaluating the effectiveness of the e-learning experience from students’ perceptive.

Design/methodology/approach

“Survey” method has been used to collect the data with the help of a structured questionnaire from the students who have registered on COURSERA (www.coursera.org/) website for e-learning. The questionnaire consisted of two sections e-learning system and e-learning effectiveness. E-learning system included items related to system quality, information quality and service quality. E-learning effectiveness dimension included user satisfaction and net benefits. The items in this section were measured on a five-point Likert scale ranging from strongly disagrees to strongly agree. The data collected have been analyzed using the SPSS version 17.0 and AMOS version 21.0.

Findings

Results show that system quality and service quality contribute more in e-learning system compared to information quality. Students perception may be that information available on the website may not be very useful as it’s a one-way mode of communication. The researcher also found that the three dimensions (system quality, service quality and information quality) of e-learning system contributes to user satisfaction and net benefits. Students are satisfied with e-learning websites and intent to continue to use it in future as well. They also found it beneficial as it helps them in career growth and making them employable.

Originality/value

This paper proposed a second-order model of e-learning system and a second-order model e-learning effectiveness. E-learning system has been defined by three first-order constructs: a system quality, service quality and information quality. E-learning effectiveness has been defined by two first-order constructs: a user satisfaction and net benefits. The predictability of the proposed model is high to explain the impact of e-learning system on e-learning effectiveness.

Details

Interactive Technology and Smart Education, vol. 16 no. 2
Type: Research Article
ISSN: 1741-5659

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Article
Publication date: 16 November 2020

Preeti Bhaskar, Chandan Kumar Tiwari and Amit Joshi

This paper aims to provide a systematic literature review on blockchain technology in education to offer a detailed understanding of the present scenario in terms of…

Abstract

Purpose

This paper aims to provide a systematic literature review on blockchain technology in education to offer a detailed understanding of the present scenario in terms of benefits, barriers, present blockchain technology application and future areas where blockchain technology can be implemented in the other fields of education.

Design/methodology/approach

A bibliometric analysis is conducted on for data in the publications, journals, authors and citations were collected, and examined by applying bibliometric measures. The data was collected from SCOPUS database on the topic “Blockchain Technology in Education”. The following research questions guided this systematic literature review (SLR: How blockchain technology has been defined in educational settings? How were the technology examined (i.e. the methodology)? What were the results of using this technology in an education system?

Findings

The study identifies the benefits, barriers and present application of blockchain technology in education. The analysis shows that blockchain technology in education is still a young discipline, but has a lot of potential to benefits the educational sector at large.

Practical implications

This research provides a groundwork for education institutions, the policymakers and researchers to explore other areas where blockchain technology can be implemented, though this research has also suggested some prospective uses of blockchain technology in different functions of an education system, more application can be brought into the education system to exploit the potential of blockchain technology.

Originality/value

The paper discusses the application of blockchain technology in education with the help of bibliometric analysis. This is one of the first known studies to review the blockchain technology by identifying its benefits, barriers, present blockchain technology application. Based on the analysis, future application areas are also identified.

Details

Interactive Technology and Smart Education, vol. 18 no. 1
Type: Research Article
ISSN: 1741-5659

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Article
Publication date: 13 March 2017

Kriti Priya Gupta, Preeti Bhaskar and Swati Singh

Government employees have various challenges of adopting e-government which include administrative problems, technological challenges, infrastructural problems, lack of…

Abstract

Purpose

Government employees have various challenges of adopting e-government which include administrative problems, technological challenges, infrastructural problems, lack of trust on computer applications, security concerns and the digital divide. The purpose of this paper is to identify the most salient factors that influence the employee adoption of e-government in India as perceived by government employees involved in e-government service delivery.

Design/methodology/approach

The paper first identifies different factors influencing the employee adoption of e-government on the basis of literature review and then finds their relative importance by prioritizing them using the analytic hierarchy process (AHP). The AHP is a multi-criteria decision-making (MCDM) tool which combines all the factors into a hierarchical model and quantitatively measures their importance through pair-wise comparisons (Saaty, 1980). Eleven influencing factors of employee adoption of e-government have been identified, which are categorized under four main factors, namely, “employee’s personal characteristics”, “technical factors”, “organizational factors” and “trust”. The data pertaining to pair-wise comparisons of various factors and sub-factors related to the study is collected from ten senior government employees working with different departments and bodies of the Government of National Capital Territory of Delhi.

Findings

Based on the results obtained, the findings reveal that “organizational factors” and “technical factors” are the two most important factors which influence the intention of government employees to adopt e-government. Moreover, “training”, “technical infrastructure”, “access speed”, “technical support” and “trust” in infrastructure are the top five sub-factors which are considered to be important for the employee adoption of e-government.

Research limitations/implications

One of the limitations regarding the methodology used in the study is that the rating scale used in the AHP is conceptual. There are chances of biasing while making pair-wise comparisons of different factors. Therefore, due care should be taken while deciding relative scores to different factors. Also, some factors and sub-factors selected, for the model may have interrelationships such as educational level and training; computer skills and trust; etc., and these interrelationships are not considered by the AHP, which is a limitation of the present study. In that case, the analytic network process (ANP) can be a better option. Therefore, this study can be further extended by considering some other factors responsible for e-government adoption by employees and applying the ANP in the revised model.

Practical implications

The results of the study may help government organizations, to evaluate critical factors of employee adoption of e-government. This may help them in achieving cost-effective implementation of e-government applications by efficiently managing their resources. Briefly, the findings of the study imply that government departments should provide sufficient training and support to their employees for enhancing their technical skills so that they can use the e-government applications comfortably. Moreover, the government departments should also ensure fast access speed of the e-government applications so that the employees can carry out their tasks efficiently.

Originality/value

Most of the existing literature on e-government is focused on citizens’ point of view, and very few studies have focused on employee adoption of e-government (Alshibly and Chiong, 2015). Moreover, these studies have majorly used generic technology adoption models which are generally applicable to situations where technology adoption is voluntary. As employee adoption of e-government is not voluntary, the present study proposes a hierarchy of influencing factors and sub-factors of employee adoption of e-government, which is more relevant to the situations where technology adoption is mandatory. Also, most of the previous studies have used statistical methods such as multiple regression analysis or structural equation modelling for examining the significant factors influencing the e-government adoption. The present study contributes to this area by formulating the problem as an MCDM problem and by using the AHP as the methodology to determine the weights of various factors influencing adoption of e-government by employees.

Details

Journal of Systems and Information Technology, vol. 19 no. 1/2
Type: Research Article
ISSN: 1328-7265

Keywords

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