Search results

1 – 10 of 106
Article
Publication date: 15 February 2024

Imdadullah Hidayat-Ur-Rehman

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to…

Abstract

Purpose

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.

Design/methodology/approach

The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).

Findings

The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.

Originality/value

This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

Details

Interactive Technology and Smart Education, vol. 21 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Open Access
Article
Publication date: 12 September 2024

De-Graft Johnson Dei

The COVID-19 pandemic has had a devastating impact on all facets of education. This led to educational institutions deploying blended and online systems for teaching and learning…

Abstract

Purpose

The COVID-19 pandemic has had a devastating impact on all facets of education. This led to educational institutions deploying blended and online systems for teaching and learning. The purpose of this study was to assess the role of blended learning in promoting quality education during the COVID-19 pandemic.

Design/methodology/approach

The qualitative research design was deployed in this study and enabled the researcher to collect data via in-depth interviews. Twenty-five (25) tertiary institutions accredited by the Ghana Tertiary Education Commission (GTEC) were randomly selected to participate in this study. The registrars of the institutions were purposively selected and served as the participants for the study. Thematic content analysis was used to analyze the data collected via the interview. Ethical considerations were adhered to during the study.

Findings

The study established that COVID-19 had a devastating effect on tertiary institutions; multiple technological and open-sourced systems were deployed for teaching and learning; blended learning was adopted to augment the traditional face-to-face mode of teaching and learning due to its ease of use, usefulness and accessibility as it was used for quizzes and assignments, accessing lecture notes, among others. Despite these, the deployment of technological and blended systems was met with challenges that somehow affected effective teaching, learning.

Research limitations/implications

The study was limited to 25 tertiary educational institutions in Ghana. It was again limited to the COVID-19 era.

Practical implications

This research aids in understanding the extent of the impact of COVID-19 on teaching and learning and how blended learning is currently deployed and used in tertiary institutions in Ghana. The findings are relevant to policymakers and management of educational institutions as it informs them of the right method and tools to deploy for teaching and learning during pandemics.

Originality/value

As educational institutions globally are dealing with the effect of the COVID-19 pandemic, it is prudent to look into how tertiary institutions in Ghana deploy blended learning to facilitate teaching and learning. Thus, this paper is original as it fills the relevant literature gap in terms of scope, setting, methodology and findings.

Details

Quality Education for All, vol. 1 no. 1
Type: Research Article
ISSN: 2976-9310

Keywords

Article
Publication date: 17 September 2024

Pooja S. Kushwaha, Usha Badhera and Manoj Kumar Kamila

This bibliometric study aims to analyze publication trends, active countries, collaborations, influential citations and thematic evolution in learning analytics (LA) research…

Abstract

Purpose

This bibliometric study aims to analyze publication trends, active countries, collaborations, influential citations and thematic evolution in learning analytics (LA) research focused on higher education (HE) during and after the COVID-19 lockdown period.

Design/methodology/approach

From the Scopus database, this bibliometric analysis extracts and evaluates 609 scholarly articles on LA in HE starting in 2019. The multidimensional process identifies the scope impacts, advancing the understanding of LA in HE. An analysis of co-citation data uncovers the key influences that have shaped the literature. This study uses the stimulus-organism-response (SOR) theory to suggest future research directions and organizational adaptations to new LA technologies and learner responses to LA-enabled personalized interventions.

Findings

Learning analytics are becoming important in the HE environment during and after the COVID-19 lockout. Institutions have used LA to collect socio-technical data from digital platforms, giving them important insights into learning processes and systems. The data gathered through LA has assisted in identifying areas for development, opening the path for improved student success and academic performance evaluation and helping students transition to the workforce.

Research limitations/implications

The study’s concentration on the post-COVID-19 timeframe may lead to paying attention to potential pandemic developments. Nonetheless, the findings provide a thorough picture of LA’s contributions to HE and valuable ideas for future study initiatives. Future research with the SOR framework suggests areas for additional study to maximize LA’s potential in diverse HE situations.

Originality/value

This study adds to the growing corpus of knowledge on learning analytics in HE, especially in light of the COVID-19 lockdown and its aftermath. By using bibliometric analysis, the study provides a complete and evidence-based understanding of how LA has been used to address challenges related to HE. This study uses bibliometric analysis and SOR theory to appraise and map HE learning analytics research. The selected study themes can help scholars, educators and institutions shape their future efforts to improve teaching, learning and support mechanisms through learning analytics.

Details

Journal of Science and Technology Policy Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-4620

Keywords

Article
Publication date: 4 September 2024

Stewart Selase Hevi, Clemence Dupey Agbenorxevi, Innocent Senyo Kwasi Acquah, Ebenezer Malcalm and Francisca Abena Akomaso Nyamful

This paper investigates the moderated mediation roles of dynamic capabilities and self-initiated AI learning between job crafting and entrepreneurial innovativeness among…

Abstract

Purpose

This paper investigates the moderated mediation roles of dynamic capabilities and self-initiated AI learning between job crafting and entrepreneurial innovativeness among owner-managers of family craft businesses in Ghana.

Design/methodology/approach

A convenience sampling technique was used in the selection of 498 family craft business owner-managers in Ghana. The paper deployed regression analysis to examine the hypothesized paths.

Findings

Using hierarchical regression, job crafting was found to have a positive effect on entrepreneurs’ innovativeness. Further, dynamic capabilities moderate the mediated link between self-initiated AI learning and entrepreneurial innovativeness.

Research limitations/implications

The current study assesses self-initiated learning for work adjustment from a cross-sectional design perspective. Though, this research design is effective in the assessment of opinions and attitudes of persons, it is limited in its capacity to reflect changing opinions and attitudes overtime. This study recommends future studies to conduct a longitudinal survey on the phenomenon.

Originality/value

This study is one of the first to deploy AI affordances to extend empirical literature on the novel SIWAL concept for work adjustment among craft family business owner-managers in Africa.

Details

Journal of Family Business Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2043-6238

Keywords

Article
Publication date: 2 November 2023

Kim Hoe Looi

This study aims to investigate the contextual challenges of emergency Web-enabled teaching from instructors’ point of view and their future preference for online education.

Abstract

Purpose

This study aims to investigate the contextual challenges of emergency Web-enabled teaching from instructors’ point of view and their future preference for online education.

Design/methodology/approach

A total of 165 instructors from various public and private universities and university colleges in Malaysia participated in this online survey. Data were analyzed using multiple regression.

Findings

The significant challenges for future preference for online education in terms of their relative importance were supporting learners, effectiveness, disadvantages and advantages of emergency Web-enabled teaching.

Originality/value

This study discusses theoretical, practical and public policy implications for the future of teaching in higher education due to the COVID-19 public health emergency.

Details

Information Discovery and Delivery, vol. 52 no. 3
Type: Research Article
ISSN: 2398-6247

Keywords

Open Access
Article
Publication date: 20 September 2024

Arathai Din Eak and Nagaletchimee Annamalai

This systematic literature review paper critically examines the effectiveness of screencast feedback compared with text feedback in promoting student learning outcomes in online…

Abstract

Purpose

This systematic literature review paper critically examines the effectiveness of screencast feedback compared with text feedback in promoting student learning outcomes in online higher education. This paper aims to contribute to the ongoing discussion surrounding feedback modalities and their impact on online learning environments.

Design/methodology/approach

This paper adopts a systematic review approach to synthesise and analyse existing studies investigating the use of screencast feedback in online higher education settings. A comprehensive search and selection process was employed to identify relevant literature. The selected studies were then analysed for their methodologies, findings and implications. This paper seeks to provide an overview of the current state of research, highlighting the benefits, challenges and potential impacts of screencast feedback on student learning outcomes.

Findings

The findings of this paper suggest that while there is a positive perception of screencast feedback among students and instructors, drawing definitive conclusions about its superiority over text feedback remains at the very beginning. Students generally appreciate the personalised, supportive and engaging nature of screencast feedback, particularly within the online learning context. However, challenges such as technical barriers and potential workload implications for instructors are also noted. Further empirical research is needed to comprehensively evaluate the comparative efficacy of screencast feedback, considering factors like online engagement, digital literacy and the impact on diverse student populations.

Research limitations/implications

This review underscores the acute necessity for expansive and meticulously designed studies that can provide conclusive insights into the authentic potential of screencast feedback and its resonance within the unique landscape of online learning. Through rigorous inquiry, educators can discern the optimal strategies for harnessing the advantages of screencast feedback to enhance student learning outcomes, aligning harmoniously with the dynamics of virtual classrooms.

Practical implications

Screencast feedback emerges as a promising avenue to foster meaningful connections between instructors and learners. The review highlights that screencast feedback engenders a more dialogic interaction between lecturers and students, resulting in personalised, supportive and engaging feedback experiences.

Social implications

The systematic review conducted underscores the positive reception of screencast feedback from both students and lecturers in this context. The findings are consistent with the principles of social constructivist theory, suggesting that the interactive and personalised nature of screencast feedback facilitates a richer educational experience for students, even within the confines of virtual classrooms (Vygotsky, 1978).

Originality/value

This innovative blend of methodologies contributes new insights that can inform educational practices and pedagogical strategies in online learning environments.

Details

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

Keywords

Open Access
Article
Publication date: 22 February 2024

Carmen Jane Vallis, Huyen Thi Nguyen and Adrian Norman

Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design…

Abstract

Purpose

Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design patterns for connected learning at scale at an Australian university may be adapted to a Vietnamese higher education context.

Design/methodology/approach

12 educational design patterns that address the challenges of active learning and large teaching team management are discussed. The authors then critically reflect on their cross-cultural adaptation for the higher education context, from an Australian to a Vietnamese university.

Findings

Transitioning from passive to active learning strategies and effectively leading large teaching teams present similar challenges across our contexts. Educational design patterns, when dynamically adapted, may assist educators to teach skills that are critical for work and the future. Higher education institutions globally could enhance their practices by incorporating international best practice approaches to educational design.

Practical implications

The Connected Learning at Scale (CLaS) educational design patterns explored in this article offer solution-oriented strategies that promote a more active learning experience. This paper identifies adaptations for educators, especially those in Vietnamese higher education that respect traditional structures, cultural nuances and resource limitations in implementation.

Originality/value

Whilst educational design patterns are well-researched in the Western contexts, few studies analyse design patterns in an Asian, and in particular the Vietnamese context. More research is needed in the cross-cultural adaptation of educational design patterns that joins practice and theory.

Details

Journal of Work-Applied Management, vol. 16 no. 2
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 16 September 2024

Jessie Ming Sin Wong

This study examined the implementation of an agile-blended learning (ABL) approach in a master-level early childhood research course and assessed its impact on the learning…

Abstract

Purpose

This study examined the implementation of an agile-blended learning (ABL) approach in a master-level early childhood research course and assessed its impact on the learning experience. The purpose was to understand how incorporating ABL concepts affected flexibility, learner autonomy, collaboration and technology mediation, the core principles of ABL.

Design/methodology/approach

A participatory case study methodology was employed to gather insights from 40 students regarding their experiences in the redesigned research course. Data were collected through interviews, observations and document analysis. Qualitative data were thematically analyzed and quantitative data descriptively analyzed.

Findings

ABL fostered flexibility, convenience and learner autonomy. However, students desired richer interpersonal interactions. Technological integration enhanced learning, but social presence was lacking.

Research limitations/implications

The study was limited to a specific master-level early childhood education course and focused on a particular group of students. Further research is needed to examine the generalizability of the findings in different educational contexts and student populations.

Practical implications

Recommendations include ongoing professional development and support systems to optimize ABL realization. Sustaining ABL practices necessitates flexible, empowering institutional structures.

Originality/value

This study contributes to the literature by exploring the potential of ABL in the context of early childhood research education. It provides empirical evidence of the benefits of ABL for increased flexibility, learner autonomy, collaboration and technology mediation. The case study design adds to the originality by offering insights into the practical implementation of ABL in an educational setting.

Details

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

Keywords

Open Access
Article
Publication date: 10 June 2024

Anne Karhapää, Pauliina Rikala, Johanna Pöysä-Tarhonen and Raija Hämäläinen

The purpose of this study is to explore how digital technologies at work serve as environments for informal workplace learning in knowledge work.

Abstract

Purpose

The purpose of this study is to explore how digital technologies at work serve as environments for informal workplace learning in knowledge work.

Design/methodology/approach

Digital ethnography was used to investigate the digital environments of one public sector workplace. The data included observations, interviews and participant diaries.

Findings

The digital work environment consisted of a complex network of technologies and people connected to them. The ethnographic accounts revealed both expansive and restrictive features of the digital environment. Digital technology extended learning opportunities by providing flexible possibilities for interaction, collaboration and access to a wealth of information. On the contrary, digitally mediated presence could restrict learning if the attendance and learning remained superficial. The complexity and constant change in digital workplace environments presented challenges that could potentially restrict learning. Information overload, constant interruptions and changes were burdens that required employees’ skills to manage these challenges.

Originality/value

The authors take a novel approach to view the workplace as a phygital environment in which social, physical and digital environments are combined. Because digital environments are becoming increasingly essential parts of the workplace, it is important to understand how they can support learning.

Details

Journal of Workplace Learning, vol. 36 no. 9
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 28 April 2023

Yaser Hasan Salem Al-Mamary, Malika Anwar Siddiqui, Shirien Gaffar Abdalraheem, Fawaz Jazim, Mohammed Abdulrab, Redhwan Qasem Rashed, Abdulsalam S. Alquhaif and Abubakar Aliyu Alhaji

The purpose of this study is to identify the factors that influence the willingness of Saudi Arabian students from four universities in Saudi Arabia, to adopt learning management…

Abstract

Purpose

The purpose of this study is to identify the factors that influence the willingness of Saudi Arabian students from four universities in Saudi Arabia, to adopt learning management systems (LMSs). This will be accomplished by using two popular technology acceptance models unified theory of acceptance and use of technology (UTAUT) and theory of planned behavior (TPB).

Design/methodology/approach

In total, 445 undergraduates from four Saudi educational institutions participate in filling out the study questionnaire. To investigate the correlations between the variables, the study used structural equation modeling for data analysis.

Findings

The results of the study show that effort expectancy (EE), subjective norm (SN), attitude toward behavior (ATB) and perceived behavioral control (PBC) are found to be substantially connected with their intentions to use (ITU) LMSs. The findings also show that there is a strong relationship between students’ intentions and their actual use of LMSs.

Research limitations/implications

Like many studies, this research has some limitations. The primary limitation is that the findings of the study cannot be extrapolated to other settings since the report’s analysis and investigation were limited to four Saudi universities. Therefore, to generalize the study’s findings, similar research needs to be conducted in other Gulf and similar cultural universities.

Practical implications

The integrated model identifies key factors that influence the intent of Saudi Arabian students to use LMS, including EEs, social influence, ATB and PBC. This model can help develop solutions for the obstacles that prevent students from using LMS. The findings can be used to provide assistance to increase the likelihood of LMS acceptance as part of the educational experience. The model may also inspire further research on this topic in the Gulf nations, particularly in Saudi Arabia.

Originality/value

As none of the relevant studies conducted previously in Saudi Arabia has integrated the two models to study the students’ ITU LMSs, this study combines two major theories, TPB and UTAUT, in the context of Saudi Arabia, contributing to the field of technology use in education by expanding empirical research and providing a thorough understanding of the challenges associated with the use of LMS in Saudi universities. This study should be viewed as filling a crucial gap in the field. Moreover, this integrated model, using more than one theoretical perspective, brings a thorough comprehension of the barriers that hinder students’ adoption of LMSs in the academic context in Saudi Arabia and thus assists in making effective decisions and reaching viable solutions.

Details

Journal of Science and Technology Policy Management, vol. 15 no. 5
Type: Research Article
ISSN: 2053-4620

Keywords

1 – 10 of 106