The study uses technology acceptance model (TAM) to gain insights into user reactions to the technology adopted for language learning. The study aims to analyze the correlation between the variables ...of TAM on using Zoom application in language learning, in addition to examining how gender and experience influence the use of technology. The participants of this study comprise of 75 undergraduate English-as-Foreign-Language learners who have studied for their courses online during the COVID-19 pandemic. The results of the study reveal a strong positive correlation between the actual use of Zoom and the students’ attitudes and behavioral intention. In addition, there is a positive correlation between computer self-efficacy and other variables (i.e. PU, actual use, PEU, attitude and behavioral intention). Further, while the results reveal that there is no correlation between the gender and any variables of the model, it has been found that experience is positively correlated with the variables of TAM.
Training software professionals is essential to meet the high demands of today's job market. MOOCs constitute a promising way to scale up such training, as they enable the participation of a massive ...number of learners. However, a major challenge that software engineering MOOCs face is the provision of formative assessment through continuous feedback to learners. This article presents a bot aimed at helping MOOC participants complete programming assignments by providing them with timely formative feedback. The bot has been used and evaluated in a software engineering specialization comprised of four MOOCs. Students' perceptions towards the bot were very positive, and the usage statistics indicate that many students rely on it to complete their assignments. Overall, the results suggest that the bot constitutes a suitable solution for providing participants of software engineering MOOCs with formative feedback related to programming assignments, contributing to overcoming a well-known limitation of this type of training.
In higher educational institutes, developing classrooms for active learning is becoming a part of comprehensive educational drive for students involving and engaging in learning. For this purpose, ...influence of social factors on collaborative learning and engagement has been investigated which will influence learning performance of students. The study looked at following areas: (a) the ability of social factors for developing collaborative learning and engagement and (b) whether collaborative learning and engagement mediate a link between social factors and student's learning performance. Constructivism theory has been utilized to observe the student's learning behavior. Data have been collected through questionnaires from university students. Findings evaluated through structural equation modeling (SEM), shows that social factors, i.e. interaction with peers and teachers, social presence, and usage of social media positively impact active collaborative learning and student involvement, thus affecting their learning performance. The findings also provide evidence for double mediation used in this study. As online learning is becoming more prevalent in education, it has been concluded that overall collaborative learning and engagement with influence of social factors improve activities of students learning; therefore, their usage should be stimulated in teaching and learning in higher educational institutions as it influences students' academic development.
The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and ...other learning spaces have impacted more than 94% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place.
Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward.
This study examines the major factors that may hinder or enable the adoption of e-leaming systems by university students in developing (Qatar) as well as developed (USA) countries. To this end, we ...used extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) with Trust as an external variable. By means of an online survey, data were collected from 833 university students from a university in Qatar and another from USA. Structural equation modelling was employed as the main method of analysis in this study. The results show that performance expectancy, hedonic motivation, habit and trust are significant predictors of behavioural intention (BI) in both samples. However, contrary to our expectation, the relationship between price value and BI is insignificant. Our results also show that effort expectancy and social influence lead to an increase in students' adoption of e-leaming systems in developing countries but not in developed countries. Moreover, facilitating conditions increase e-leaming adoption in developed countries which is not the case in developing countries. Overall, the proposed model achieves an acceptable fit and explains its variance for 68% of the Qatari sample and 63% of the USA sample. These results and their implications to both theory and practice are described.
O presente trabalho foi desenvolvido no âmbito de um projeto de pesquisa, para validar o uso do portfólio no desenvolvimento da aprendizagem reflexiva em alunos de cursos à distância e assim, ...evidenciar as vantagens do uso desta ferramenta para a reflexão no aprendizado. Foram avaliados os estilos de aprendizagem promovidos pela ferramenta em 6 diferentes países em 2 cursos de mestrado. Evidenciou-se que o portfólio digital, implementado como recurso para a aprendizagem e não apenas para avaliação, promoveu estilos relacionados à competência reflexiva, resultando útil para o desenvolvimento de currículos nos programas de formação de professores.
Summary
This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying ...the science of learning to education. It contributes to the science of learning (as exemplified by developments in cognitive load theory, the cognitive theory of multimedia learning, and incorporating metacognitive, motivational, and affective aspects of learning), the science of instruction (as exemplified by the continuing development of research‐based principles of instructional design), and the science of assessment (as exemplified by supplementing self‐report surveys and retention tests with multilevel transfer tests, log file data during learning, and cognitive neuroscience measures of cognitive processing during learning). Some recurring themes are that learning is caused by instructional methods rather than instructional media, so research should focus on features that are uniquely afforded by digital learning environments; instructional practice should be grounded in rigorous and systematic research, including value‐added experiments aimed at pinpointing the active ingredients in online instruction; research in online learning should identify boundary conditions under which instructional techniques are most effective; and research in online learning should test and contribute to learning theory.
This study aims to determine the key factors affecting students' and instructors' continuance satisfaction with e-learning in the higher education context. In order to identify the factors that ...impact e-learning continuation in higher education institutions, a systematic review of the literature was conducted, revealing that the majority of studies have reported the essential role of satisfaction in mediating the relationship between 11 factors and users' decisions to continue using e-learning systems. This study then proposed that users, both students and instructors, must continually be satisfied with the e-learning systems offered by higher education institutions if they are to continue using them. We term this 'e-learning continuance satisfaction.' The formation of a unified perspective of instructors and students on the core factors that impact e-learning continuance was then investigated, in addition to the causal relationships between these factors and e-learning continuance satisfaction. The Fuzzy Decision Making Trial and Evaluation Laboratory (DEMATEL) method was used to analyze data collected from 9 instructors and 38 students via an interview survey and the results yielded five core factors - information quality, task-technology fit, system quality, utility value, and usefulness - that influence users' e-learning continuance satisfaction. Several different causal relationships between the factors identified from both students' and instructors' perspectives were also identified and used to form a single viewpoint. Our findings provide new insights into how higher education institutions can promote continuance satisfaction in order to ensure continuation of e-learning.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Two previous literature review-based studies have provided important insights into mobile learning, but the issue still needs to be examined from other directions such as the distribution of research ...purposes. This study takes a meta-analysis approach to systematically reviewing the literature, thus providing a more comprehensive analysis and synthesis of 164 studies from 2003 to 2010. Major findings include that most studies of mobile learning focus on effectiveness, followed by mobile learning system design, and surveys and experiments were used as the primary research methods. Also, mobile phones and PDAs are currently the most widely used devices for mobile learning but these may be displaced by emerging technologies. In addition, the most highly-cited articles are found to focus on mobile learning system design, followed by system effectiveness. These findings may provide insights for researchers and educators into research trends in mobile learning.
► Most studies of M-learning focus on effectiveness and mobile learning system design. ► Most M-learning studies adopted surveys and experiments as the main research methods. ► Mobile phones and PDAs currently are the most used devices for mobile learning. ► Use of M-devices for learning is common in higher education and elementary schools. ► Most highly cited articles categorize to M-learning system design and effectiveness.
Cognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave ...sufficient cognitive resources for the actual learning to take place. In recent years, research regarding various design factors, in particular from the field of digital and online learning, have challenged this assumption. Interactive learning media, immersion, disfluency, realism, and redundant elements constitute five major challenges, since these design factors have been shown to induce task-irrelevant cognitive load, i.e., extraneous load, while still promoting motivation and learning. However, currently there is no unified approach to integrate such effects into cognitive load theory. By including aspects of constructive alignment, an approach aimed at fostering deep forms of learning in order to achieve specific learning outcomes, we devise a strategy to balance cognitive load in digital learning. Most importantly, we suggest considering both the positive and negative effects on cognitive load that certain design factors of digital learning can cause. In addition, a number of research results highlight that some types of positive effects of digital learning can only be detected using a suitable assessment method. This strategy of aligning cognitive load with desired learning outcomes will be useful for formulating theory-guided and empirically testable hypotheses, but can be particularly helpful for practitioners to embrace emerging technologies while minimizing potential extraneous drawbacks.
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