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1 – 10 of 233
Open Access
Article
Publication date: 6 November 2017

Chin-Chung Tsai

The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning environments. Their…

2977

Abstract

Purpose

The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning environments. Their conceptions of learning reveal the extent to which the prevalence of technological use in education has facilitated students to cultivate a more advanced conception of learning and develop a deeper learning approach.

Design/methodology/approach

It reviews a total of nine relevant case studies, covering the contexts of conventional schools (from elementary schools to college, and cram schools) as well as technology-enhanced environments (internet-assisted learning and mobile learning); and participants from Grade 2 students to adult learners as well as teachers. Their conceptions of learning and preferred learning approaches are summarized.

Findings

Results of the studies show the Taiwanese students’ and teachers’ conceptions of learning in general and of technology-enhanced learning in particular. The students tended to be passive learners to receive instructions and considered examinations as a short-term goal for their study, with surface learning approaches commonly adopted. Despite technology may help to promote their cultivation of a more sophisticated conception of learning, many of them still opted for rote memorization and practice as the major ways to study. The potentials of technology in enhancing learning thus have not been fully realized.

Originality/value

The results shed light on an Asian-specific educational culture which is exam oriented. They reveal the challenges regarding the use of technology in education, which hinder the promotion of students’ advanced conceptions of learning. They also highlight the directions of future work to create a more accessible and gratifying technology-enhanced environment.

Details

Asian Association of Open Universities Journal, vol. 12 no. 2
Type: Research Article
ISSN: 2414-6994

Keywords

Open Access
Article
Publication date: 20 September 2021

Pushkar Dubey and Kailash Kumar Sahu

Technology-enhanced learning (TEL), undoubtedly, creates a big difference in higher education students' knowledge and growth, which helps them become globally competitive in the…

2603

Abstract

Purpose

Technology-enhanced learning (TEL), undoubtedly, creates a big difference in higher education students' knowledge and growth, which helps them become globally competitive in the job market eventually. The present study aims to investigate the effect of various factors, i.e. informational quality, compatibility, resource availability, subjective norms, subject interest, institutional branding and self-efficacy on students' adoption intention to TEL enrolled in different government and private educational institutes in Chhattisgarh state.

Design/methodology/approach

The primary data were collected from 600 students from different universities and colleges using purposive sampling technique with “criterion sampling”. Hierarchal multiple regression (stepwise) analysis was used on the collected data.

Findings

Results concluded that factors, i.e. compatibility, resource availability, subjective norms, subject interest and institutional branding are significantly and positively influencing students' adoption intention to TEL in Chhattisgarh, whereas self-efficacy and informational quality of TEL did not contribute significant effect for students' adoption intention.

Originality/value

There is a lack of research in the knowledge domain, especially in the field of TEL, in the state of Chhattisgarh. The different variables taken in the present study, such as informational quality, self-efficacy, institutional branding, subjective norms, resource availability, compatibility and subject interest of TEL, are the first of its kind where these variables are being examined on the students' adoption intention to TEL.

Details

Journal of Research in Innovative Teaching & Learning, vol. 15 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 27 April 2020

Robert Weinhandl, Zsolt Lavicza and Tony Houghton

Flipped classroom approaches (FCA) are an educational innovation that could increase students' learning outcomes in, and their enjoyment of, mathematics or STEM education. To…

2099

Abstract

Purpose

Flipped classroom approaches (FCA) are an educational innovation that could increase students' learning outcomes in, and their enjoyment of, mathematics or STEM education. To integrate FCA into education sustainably, professional teacher development (PTD) is a promising tool. The research aim is to explore which aspects should be considered when developing and implementing professional mathematics or STEM teacher development for flipped approaches.

Design/methodology/approach

A total of 20 expert interviews were conducted and analysed according to a synthesis of grounded theory approaches and qualitative interview study principles.

Findings

Evaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.

Originality/value

Evaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.

Open Access
Article
Publication date: 15 September 2020

Gordon Monday Bubou and Gabriel Chibuzor Job

The purpose of this study is to explore the role individual innovativeness along with e-learning self-efficacy play in predicting the e-learning readiness of first- and…

7963

Abstract

Purpose

The purpose of this study is to explore the role individual innovativeness along with e-learning self-efficacy play in predicting the e-learning readiness of first- and second-year students of an open and distance education institutions in an African context.

Design/methodology/approach

Therefore, building on previous related research in this area, a quantitative approach was adopted to address the research questions and to establish whether a statistically significant relationship existed between individual innovativeness, e-learning self-efficacy, the independent variables; and e-learning readiness, the dependent variable. In total, 476 first- and second-years students of the university participated in the four-Likert-type scale survey. The research instrument which comprises 74 survey items was completed by 217 of the students. Statistical tools used for analysing data included both Pearson Product Moment Correlation coefficients and t-tests.

Findings

It was discovered that a strong positive and significant relationship was observed between individual innovativeness and e-learning readiness of first- and second-year students of the Yenagoa Study Centre of the National Open University of Nigeria (NOUN); a statistically significant relationship was also found between e-learning self-efficacy scores and the e-learning readiness of the first- and second-year students of the Yenagoa Study Centre of NOUN; there was a statistically significant joint relationship between the three variables under investigation; findings equally revealed that male respondents had higher e-learning readiness than their female counterparts.

Research limitations/implications

Like every other study of this nature, this one also suffers some limitations. First, NOUN is a very large university with over half a million students spread across almost 78 study centres. This means that observation from just one study centre amounts to a very small sample size. This according to Schweighofer, Weitlaner, Ebner and Rothe (2019) jeopardises the generalisability and validity of study results. The authors also maintain that empirical data generated from surveys that usually rely participants' abilities to read and select responses without further interpretation by the researchers suffer from cognitive biases like social desirability. To address the above limitations, detailed studies involving all studies centres of NOUN be undertaken and other qualitative and or mixed research methodologies be adopted in the future.

Practical implications

The implications for this study are that people who are innately innovative will willingly accept technology and by extension, learning in technology-rich environments like those found in like NOUN whose mode of study is blended learning inherently found in open and distance learning (ODL) institution. Therefore, this study is significant as it will provide relevant information to the management and administrators of NOUN, policymakers and regulatory institutions for the development, deployment and implementation of e-learning strategies. Findings will also benefit e-learning initiatives undertaken by similar institutions that adopt the ODL mode of education in Nigeria and other developing countries.

Originality/value

Even though, studies on the antecedents of e-learning readiness have been widely conducted across diverse contexts, studies exploring the associations between individual innovativeness, e-learning self-efficacy and e-learning readiness are relatively hard to come by. The above two variables as predicting the e-learning readiness in the study context are comparatively new. This study thus focuses on the relationships between the individual innovativeness levels, e-learning self-efficacy beliefs of students and their e-learning readiness which ultimately determines their ability to sustain studies in an ODL institution.

Details

Journal of Research in Innovative Teaching & Learning, vol. 15 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 6 February 2024

Jorge Sanabria-Z and Pamela Geraldine Olivo

The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth…

Abstract

Purpose

The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work.

Design/methodology/approach

The development of the model is based on a combination of participatory action research and user-centered design (UCD) methodologies, seeking to ensure that the platform is user-oriented and based on the experiences of the authors. The model itself is structured around the active and transformational learning (ATL) framework.

Findings

This study highlights the importance of addressing 4IR megatrends in education to prepare students for a technology-driven world. The proposed model, based on ATL and supported by AI, integrates essential competencies for tackling challenges and generating innovative solutions. The integration of AI into the platform fosters personalized learning, collaboration and reflection and enhances creativity by offering new insights and tools, whereas UCD ensures alignment with user needs and expectations.

Originality/value

This research presents an innovative educational model that combines ATL with AI to foster complex thinking and co-creation of solutions to problems related to 4IR megatrends. Integrating ATL ensures engagement with real-world problems and critical thinking while AI provides personalized content, tutoring, data analysis and creative support. The collaborative platform encourages diverse perspectives and collective intelligence, benefiting other researchers to better conceive learner-centered platforms promoting 21st-century skills and co-creation.

Details

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

Keywords

Open Access
Article
Publication date: 26 February 2019

Patrick Schweighofer, Doris Weitlaner, Martin Ebner and Hannes Rothe

The literature includes several studies that define different critical success factors (CSF) which have to be considered to support the implementation of technology-enhanced

4349

Abstract

Purpose

The literature includes several studies that define different critical success factors (CSF) which have to be considered to support the implementation of technology-enhanced learning (TEL) approaches. An analysis of such studies revealed that (1) regional differences seem to determine the CSF for TEL approaches, (2) certain CSF are relevant for TEL approaches in general, and (3) professionals in higher education determine which influential factors they consider when implementing TEL approaches. Thus, the question arises: in general, which influential factors do professionals in Austrian and German institutions of higher education actually consider when implementing TEL approaches?

Design/methodology/approach

The study is a quantitative research approach based on survey data.

Findings

The results show that certain influential factors seem to be generally important, such as the factors of respecting learning success or motivation. However, the outcome of the study also indicated that different moderating variables like experiences and personal relevance affect the professionals’ choices.

Originality/value

The originality and value are in the approach to identify generally important influential factors for the implementation of TEL approaches in Austrian and German institutions of higher education.

Open Access
Article
Publication date: 17 August 2021

Pushkar Dubey and Kailash Kumar Sahu

Providing quality education with the help of technologies in order to create global competitiveness among the students is the current trend in the education field. This research…

4210

Abstract

Purpose

Providing quality education with the help of technologies in order to create global competitiveness among the students is the current trend in the education field. This research attempts to investigate following objectives: (1) the effect of students' perceived benefits and adoption intention of technology-enhanced learning (TEL) on their satisfaction; (2) the effect of students' perceived benefits of TEL on their adoption intention of TEL; (3) the mediating and moderating effect of students' perceived benefits of TEL in the link between students' adoption intention and satisfaction to TEL.

Design/methodology/approach

The primary data were collected from 600 undergraduate and postgraduate students, particularly those who are using TEL for at least one year. The authors used purposive sampling technique with “criterion variable”.

Findings

Results indicated that students' perceived benefits and adoption intention of TEL have significant and positive influence on their satisfaction. Direct effect was also found between perceived benefits and adoption intention of students. Authors also concluded that mediating and moderating effect of students' perceived benefits of TEL in the link between students' adoption intention and satisfaction for TEL was found significant and positive.

Originality/value

There is a huge lack of empirical studies available in the knowledge domain explaining the significance and implication of TEL in higher education in the state of Chhattisgarh, India.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 3
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 30 March 2022

Pushkar Dubey and Kailash Kumar Sahu

Students' perception towards learning technologies in the disruptive times like coronavirus disease (2019) COVID-19 is what the educational institutes are striving to know so that…

2372

Abstract

Purpose

Students' perception towards learning technologies in the disruptive times like coronavirus disease (2019) COVID-19 is what the educational institutes are striving to know so that the educational institutes could provide the best learning experiences to students. The present study attempts to identify the technology-enhanced learning (TEL) factors (i.e. informational quality, compatibility, resource availability, self-efficacy, subjective norms, subject interest and informational quality) with the mediation effect of perceived benefits on student satisfaction to TEL amongst non-technical students of different college/universities at Chhattisgarh state.

Design/methodology/approach

Purposive sampling technique with “criterion variable” was applied to collect responses from 600 participants. Students, who are enrolled in non-technical courses at different colleges/universities, were participated in the present study. The data collection process was completed during April–November 2019.

Findings

The results revealed that perceived benefits to TEL were significantly and positively mediated between all the TEL factors (i.e. information quality, compatibility, resource availability, self-efficacy, subjective norms, subject interest and institutional branding) and student satisfaction to TEL.

Originality/value

The present study itself is a novel study by taking TEL factors such as informational quality, compatibility, resource availability, self-efficacy, subjective norms, subject interest and institutional branding by considering perceived benefits as mediator to examine the influence on student satisfaction to TEL.

Details

Journal of Research in Innovative Teaching & Learning, vol. 16 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 8 February 2021

Wagdi Rashad Ali Bin-Hady and Abduljalil Nasr Hazaea

Existing research has examined English as a foreign language (EFL) students’ attitudes towards flipped learning. However, no study seems to have correlated students’ achievement…

4341

Abstract

Purpose

Existing research has examined English as a foreign language (EFL) students’ attitudes towards flipped learning. However, no study seems to have correlated students’ achievement and their attitudes towards flipped learning. Yemeni EFL students also face pronunciation problems and they lack technology-enhanced language learning. The flipped learning approach promotes active learning and increases students’ learning outcomes. This study aims to measure the achievement level and the attitudes of Yemeni EFL students towards flipped pronunciation classrooms. It also correlates between achievement and attitudes towards this new experience.

Design/methodology/approach

Using a correlational research design, quantitative and qualitative data were collected through a test, questionnaire and structured interview from an intact class of Yemeni EFL students at the College of Education in Socotra.

Findings

The one-sample t-test analysis shows that the respondents scored high in the achievement test. The analysis of both the questionnaire and the structured interview revealed that the students have a positive attitude towards the flipped pronunciation classroom. The correlation analysis indicated a high-level positive relationship between students’ achievement and their attitudes where r = 0.779 with p < 0.001, two-tailed.

Research limitations/implications

The present study has some limitations regarding the sample size. This context-specific study recruited the available EFL class at the College of Education in Socotra, Hadhramout University. It would be more reliable should the study compared large groups of students so that the results can be generalized.

Practical implications

The study recommends using flipped learning to enhance pronunciation among EFL students.

Originality/value

This study contributes to the correlational studies in flipped learning.

Details

PSU Research Review, vol. 6 no. 3
Type: Research Article
ISSN: 2399-1747

Keywords

Open Access
Article
Publication date: 20 February 2024

Abdullah Abdulmahsan Bin Saran

The global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a…

Abstract

Purpose

The global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches.

Design/methodology/approach

Data were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques.

Findings

The results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities.

Originality/value

This research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

Details

Saudi Journal of Language Studies, vol. 4 no. 1
Type: Research Article
ISSN: 2634-243X

Keywords

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