Research Article
Alfiya R. Masalimova, Marina R. Zheltukhina, Olga V. Sergeeva, Zhanna M. Sizova, Philipp N. Novikov, Albina R. Sadykova
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep488
ABSTRACT
The proliferation of technology and the heightened significance of e-learning in the midst of the COVID-19 pandemic transformed the perspectives and attitudes of educational stakeholders toward educational technology. The objective of this research was to explore the attitudes of higher education students toward e-learning. Data collection was conducted via a questionnaire. The findings demonstrated that the key benefit of e-learning, as reported by a substantial majority (77.0%) of participants, is the convenience of studying from home. This is closely followed by the advantage of learning at one’s own pace, as 69.4% of respondents expressed. A considerable proportion (58.8%) highlighted the comfort factor associated with e-learning, along with the cost-saving aspect of reduced expenses on accommodation and transportation. Other advantages included the ability to access course materials remotely (57.6%) option to record meetings online (51.1%), regarding disadvantages of e-learning, the majority (59.4%) of respondents indicated that e-learning limits interaction with others, followed by social isolation (44.1%), lack of self-discipline (43.5%), internet problems (43.5%). The results showed that e-learning was perceived to be less effective compared to conventional face-to-face learning. Also, we showed that, in general, there is no significant relationship between socio-demographic variables and attitudes toward e-learning. Only a few significant relationships were found regarding demographic variables on attitudes. We made educational implications for the next studies on our results.
Keywords: higher education students, university students, undergraduate students, e-learning, attitudes
Research Article
Narinthon Imjai, Somnuk Aujirapongpan, Jaturon Jutidharabongse, Berto Usman
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep487
ABSTRACT
Notwithstanding the pervasive utilization of digital technology in social and educational realms, an in-depth understanding and exploration of the interrelationships amongst digital connectivity, social skills, and emotional intelligence, particularly within Generation Z demographic–known for their heavy reliance on digital platforms–remains elusive. This study endeavors to address this gap. Applying structural equation modeling, it examined the interrelationships between digital connectivity, social skills, and emotional intelligence, surveying a sample of 518 Generation Z students (comprising 77.61% females, 20.64% males, and 1.74% non-binary) across various academic years and disciplines at a university located in Southern Thailand. PLS-SEM software was employed to evaluate the structural model and substantiate the research hypotheses. Our findings suggest that digital connectivity did not detrimentally impact social skills. However, it negatively influenced emotional intelligence among Generation Z students, observable both at the operational level and in terms of fostering the capacity to regulate one’s own and others’ emotional states. Despite this, social skills proved to significantly enhance emotional intelligence. The same consistent pattern of a positive and significant influence is observed when testing the indirect effect of digital connectivity on emotional intelligence through social skills. Furthermore, it was found that robust and effective digital connectivity could potentially bolster understanding and management of emotions in the digital age, much like well-developed social skills. Hence, this study provides substantial insights into the nuanced impacts of digital connectivity on the social and emotional development of Generation Z students.
Keywords: digital connectivity, social skills, emotional intelligence, Generation Z students
Research Article
Semiyu Adejare Aderibigbe, Abdel Rahman Ahmed AbdelRahman, Abdalla Falah ELMneizel, Fakir Al Gharaibeh
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep461
ABSTRACT
Computer-supported collaborative learning (CSCL) pedagogies, platforms, and tools are prevalent in higher education due to their pervasive capabilities to enhance students’ engagement, communication, and learning. However, it is reported that CSCL tools, media, and platforms may not yield the desired results if not planned, utilized, and managed strategically. Facilitating students’ learning through CSCL may require a non-hierarchical approach, such as peer mentoring, for sustainably valuable outcomes. Using this approach successfully will also require contextual diagnostic analysis and exploration. This study was, therefore, conducted to explore the means to effectively deploy peer mentoring to enhance CSCL involving 227 undergraduate students in an Emirati university. Data were collected using a questionnaire with quantitative and qualitative elements. Data analyses were done using descriptive statistics and thematic coding. Findings show that students are well-disposed to peer mentoring as a measure for enhancing CSCL regardless of their demographic characteristics, as they could learn from each other and develop transferrable skills. However, students indicated that the process could be challenging with language barriers, technological issues, and distractions. Even so, the findings show that peer mentoring in CSCL could be enhanced with students’ participation in the exercise made voluntary and the availability of different CSCL platforms, among others.
Keywords: peer mentoring, CSCL, undergraduate students, collaborative learning, United Arab Emirates
Research Article
Atipat Boonmoh, Intrira Kulavichian
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep457
ABSTRACT
This study investigated how Thai EFL pre-service teachers (PSTs) use technology in their classrooms and the level of substitution, augmentation, modification, and redefinition (SAMR) they implement. Seven English education majors enrolled in the course “teaching internship 2” in their fourth year at a Thai university participated in the study. Due to COVID-19, the participants were trained to teach online, but during their teaching practicum, they were required to teach in a traditional on-site setting. Because of this novel arrangement, it was essential to investigate how these PSTs incorporate technology into the classroom. For the purpose of analyzing the process of educational technology integration, this study employed SAMR model. Observations and semi-structured interviews were used as data collection methods. Throughout the semester, observations were conducted twice. SAMR observation form was used to investigate how PSTs used technology in their teaching. Participants were asked to participate in an interview after each observation. The interviews included open-ended questions based on the conceptual framework of SAMR. Observation results show that technological tools were used to engage students, check comprehension, create teaching content, and evaluate students’ understanding. For the study, the participants were divided into three groups based on the extent of technological tools used. One participant was deemed to be in the substitution stage, five participants in the augmentation stage, and only one participant in the modification stage. The results of the interviews indicated that teacher motivation and the availability of ICT equipment, as well as familiarity with technological tools, played a significant role in PSTs’ integration of technology into the classroom. The study’s conclusions are helpful in developing PSTs’ technology integration in EFL classrooms. SAMR model should be introduced to PSTs to let them critically reflect on and develop their own technology integration.
Keywords: EFL, pre-service teachers, SAMR model, Thai students, technology integration
Research Article
Ragad M. Tawafak, Liqaa Habeb Al-Obaydi, Blanka Klimova, Marcel Pikhart
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep452
ABSTRACT
This abstract presents a research study that investigates the effects of technology integration (TI) through digital gameplay on English as a foreign language (EFL) college students’ behavior intention. The study employs a mixed-methods research design, combining quantitative and qualitative data collection and analysis methods. The quantitative phase involves a pre- and post-test design, measuring the behavior intention of EFL college students before and after engaging in digital gameplay activities. The qualitative phase involves in-depth interviews and focus group discussions to gather students’ perceptions and experiences with using digital gameplay in their language learning process. The findings reveal that TI through digital gameplay positively influences EFL college students’ behavior intention, including their motivation, engagement, and self-efficacy in language learning. The qualitative data provide insights into students’ perceptions of the benefits and challenges of using digital gameplay, highlighting its potential for improving language skills, fostering social interaction, and promoting autonomous learning. The implications of the study suggest that incorporating digital gameplay in EFL college classrooms can be an effective approach to enhance students’ behavior intention and contribute to their language learning outcomes. This study contributes to the existing literature on TI in language education and provides practical recommendations for educators and policymakers to leverage digital gameplay for enhancing EFL college students’ behavior intention.
Keywords: technology integration, digital gaming, behavior intention, EFL college students
Review Article
Lyudmila S. Chikileva, Alexey A. Chistyakov, Maryana V. Busygina, Alexey I. Prokopyev, Elena V. Grib, Dmitry N. Tsvetkov
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep449
ABSTRACT
The purpose of this research is to review peer-reviewed articles on the effects of e-learning on the academic performance of university students. The SCOPUS database was searched for peer-reviewed articles. The data obtained were analyzed using the content analysis method. Twenty-seven articles were found in journals indexed in the SCOPUS database and considered suitable for this study. Two researchers used the content analysis method to determine the effects of the articles reviewed. The results showed that studies in this area have increased in intensity in recent years. These studies were generally conducted over five years. It was found that quantitative methods were predominantly chosen. Researchers published most articles in 2021 and 2022. Most of the studies reviewed used a quantitative design, and only seven articles chose an experimental research design. Most studies were conducted in Pakistan, Saudi Arabia, Spain, India, Iran, and Turkey. The results show that different measurement instruments or tools were used to measure students' academic achievement. The impact of the peer-reviewed articles on the impact of e-learning on college students' academic achievement was examined in four categories. These categories are detailed in the results. Finally, pedagogical conclusions are drawn in light of the results obtained.
Keywords: e-learning, university students, academic achievement, review
Research Article
Katarina Zamborova, Blanka Klimova
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep445
ABSTRACT
The article presents the research of empirical mixed methods on the use of a modern mobile reading app compared to traditional forms of teaching in English business classes in higher education in Slovakia. The research belongs to the theoretical frame of the mobile assisted language learning field that has generated an interest since the early 1990 thanks to the development of mobile technologies, their features, and their functions all over the world. The research sample consisted of 40 freshman students from the University of Economics in Bratislava who were equally divided into control and experimental groups. The experimental treatment lasted one semester and was based on analyzing books on a biweekly basis from Blinkist, the reading app based on the protocol the authors created, where three higher-level thinking domains of Bloom’s taxonomy (Anderson & Krathwohl, 2001) were identified. Students were also asked to read/listen to the books every week. Even though the current findings indicate no relationship between enhancing English reading skills and incorporating reading apps in a foreign language learning, SWOT analysis from focus group interviews shows different results. It is regarding the positive perception of working with the reading app in business English classes. Based on these findings, the authors make pedagogical implications about using reading apps as a part of the curriculum of blended learning in business English classes in higher education.
Keywords: mobile assisted language learning, reading apps, business English class, digital native students, mixed research methods, university setting, Slovakia
Review Article
Ibrahim Abdullah Alshaye, Zaidatun Tasir, Nurul Farhana Jumaat
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep437
ABSTRACT
Social media, such as Twitter, have skyrocketed in popularity over the past few years. In fact, social media have been widely used by students and instructors as teaching and learning tools. In response to the increasing use of Twitter in the educational field, we have collected ten studies between 2011 to 2020 in order to assess the relationship between social media, specifically Twitter, and students’ engagement and grades. We have conducted a meta-analysis to provide empirical evidence concerning the impact of Twitter on student engagement and achievement. Furthermore, we have utilized the manual approach of content analysis in order to code these articles. Overall, metadata suggests that Twitter has a stronger impact on student engagement than on grades. Nevertheless, its impact is not necessarily positive, especially on grades.
Keywords: Twitter, social media, engagement in students learning, achievement, online learning, mobile learning
Research Article
Vincentas Lamanauskas, Rita Makarskaitė-Petkevičienė
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep434
ABSTRACT
It is obvious that the COVID-19 pandemic has completely changed learning and study processes. It has become a serious test for university students. Although distance study organization, implementation, effectiveness, and the like are actively researched, it is not entirely clear which way of organization studies is the most appropriate and prospective. Too little attention is still paid to the model of distance studies, its implementation and improvement, especially in the future development of distance and mixed distance study organization and implementation. An empirical qualitative study was conducted, the aim of which was to analyze first-cycle (bachelor study) university students’ position on the study quality issue. 132 students in the field of social sciences from three Lithuanian universities participated in the study conducted in January-May 2022. The verbal data obtained were analyzed using quantitative content analysis. The extracted semantic units were grouped into subcategories and categories. It was established that the main advantages of distance studies were convenience and cost-effectiveness, while disadvantages were the deterioration of the study organization and the deterioration of quality. The ways (directions) of quality distance study improvement can also be seen, i.e., the study process realization improvement (e.g., the content presentation improvement, an increase in interactivity), and study organization improvement (e.g., teacher competence improvement and optimization of the schedule). Despite the revealed shortcomings, more than two-thirds of students positively value the possibility of continuing the study process remotely after the pandemic. More detailed research is needed on the impact of the pandemic on university studies and the further organization and implementation of distance studies.
Keywords: distance education, quantitative content analysis, qualitative research, university students, university education
Research Article
Filippos Tzortzoglou, Panagiotis Kosmas, Lucy Avraamidou
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep432
ABSTRACT
The use of augmented reality games (ARGs) in education has gained increased attention from curriculum developers, teachers, and researchers in the past decade. Research findings show that ARGs can promote meaningful learning environments that foster key competences for the 21st century. This paper presents the design process of “EcoAegean”, an ARG for mobile devices, which was implemented in primary classroom environments to support the development of students’ key competences in the context of sustainability. The game was created using an open augmented reality software platform and its design was based on contemporary theoretical underpinnings regarding the use of such games in educational contexts. In the first section of the paper, we describe the design procedures of the learning scenario as well as the game itself. In the last section of the paper, we offer a set of critical insights on the design and implementation of mobile augmented reality games for the purpose of supporting students’ development of key 21st century competences.
Keywords: augmented reality, games, key competences, learning design, primary education, students
Research Article
Mohamad Ahmad Saleem Khasawneh
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep418
ABSTRACT
The purpose of this study is to investigate the factors that are facilitating or impeding the use of video media in distance learning for deaf students, as well as the solutions that have been implemented. The method of inquiry in this study was a phenomenological qualitative approach. This research also makes use of descriptive analysis. In this study, data was gathered by observation, interviews, and documentation. The data’s reliability may be checked and double-checked in a number of different ways, including via increased involvement, extended observation, and the use of triangulation. There were several steps involved in the data analysis process, starting with data collection and ending with conclusions drawn from the data. Attempts to use video media in distance learning for deaf students are entangled with a number of circumstances, some of which are helpful and others of which are hindering. These include the student, the teacher, and the school’s physical location. Aside from that, all teachers are attempting to address the challenges faced by deaf students who utilize video-based learning resources as part of their distance education courses.
Keywords: distanced learning, deaf students, learning media
Research Article
Rida Afrilyasanti, Yazid Basthomi, Evynurul Laily Zen
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep414
ABSTRACT
The global expansion in the Internet access and the rise of digital media are compatible with students’ characteristics as generations-Z who mainly engage in nature through mobile applications. Because of the characteristics of today’s students and the growth of digital media and information, there is a need for critical media literacy (CML) instructions and the use of digital-based and student-centered learning approaches such as online discussion forums (ODFs). Through an exploratory study, we aim to understand better students’ perceptions of ODF for their CML learning within EFL classes, factors affecting students’ active participation in ODF, and teachers’ roles in ODF while facilitating students’ CML learning in an EFL context and enhancing students’ engagement and performance in ODF. 250 EFL students from Indonesian secondary schools took part in this study. The participating students were studying English with CML embedded into the lessons. The research showed significant conclusions about factors that need to consider while having ODF in CML learning within the EFL context and the roles of teachers in ODF. We have also provided some practical and feasible suggestions from which practitioners in the area might benefit.
Keywords: critical media literacy, digital literacy, EFL classes, students’ perception, teachers’ perception, online discussion forum
Research Article
Jaitip Nasongkhla, Siridej Sujiva
CONT ED TECHNOLOGY, Volume 15, Issue 1, Article No: ep403
ABSTRACT
The Thai language, which is part of the Indo-Iranian language family, carries on rituals and local knowledge that have been passed down from generation to generation. The Thai National Statistics Office found that 10% of elementary school students in Thailand cannot read. This means that 90% of elementary school students in Thailand can read. The numbers disagree with a report from an international assessment agency that said young Thai students’ reading skills were the 50th best out of 65 countries. So, it is still hard for young Thai people to read well. The main goals of this research are to: (i) make an augmented reality platform that will help students improve their reading skills and (ii) figure out how well the platform works. This study uses a method called “research design” (R&D) to look at how students feel about an educational product or method that was designed and then used. Research and development can be thought of as going through three different stages (research phase, development phase, and implementation phase). According to the results, the picture word inductive model (PWIM) strategy was put into place because the professionals said it should be. The most popular method of teaching was called “precision teaching.” Reading out loud and reading the same thing over and over were two ways that vocabulary was taught. According to the results of the experiment, the students’ scores after finishing the reading are higher than their scores after the first reading. As part of the second part of the study, reading comprehension skills were tested. The students have also gotten a lot better at understanding what they read as a whole.
Keywords: augmented reality, elementary school students, PWIM, reading ability, precision instruction
Review Article
Chih-Hsuan Wang, Jill D. Salisbury-Glennon, Yan Dai, Sangah Lee, Jianwei Dong
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep388
ABSTRACT
Most college students have grown up using technology and consequently, they are proficient with its many uses and applications. The use of this technology provides many benefits to college students’ learning, both in and out of the classroom. However, despite the numerous benefits of technology, these digital activities can also lead to much digital distraction. Digital distractions may include Internet surfing, watching movies, checking texts, reading, and sending emails, and perusing social media. These digital distractions often result in limited attention and engagement during class, as well as less learning and academic achievement overall. Digital distraction can result from such factors as anxiety and depression, motivational variables, the need to keep up and the fear of missing out, emotional numbing and procrastination as well as an overreliance on multitasking. It is suggested here that the use of self-regulated learning (SRL) strategies may be effective in assisting college students in avoiding digital distractions, both in and out of the classroom. SRL strategies include forethought, planning, activation; monitoring, control and reflection on the learner’s cognition, motivation/affect, and behavior. Through the use of these SRL strategies, college students may be taught to decrease digital distractions and, thus, experience higher levels of learning and academic performance.
Keywords: digital distraction, self-regulation, college students, academic achievement
Research Article
Scott A. Courtney, Mary E. S. Miller, Michael J. Gisondo
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep387
ABSTRACT
The coronavirus pandemic impacted all aspects of society, causing countries and local communities to close workplaces, move schools to remote instruction, limit in-person contact, cancel public gatherings, and restrict travel. Attempts to mitigate COVID-19 through remote instruction provided unique opportunities for researchers to examine the resources teachers utilize to drive their practices. We examine the impacts of the pandemic on grades 6-12 mathematics teachers and math interventionists, with particular attention to teachers’ integration of digital resources. Using purposive sampling, we surveyed 50 participants—across urban, suburban, and rural districts—throughout the United States. The descriptive survey focused on six aspects of teachers’ practices with digital resources. Results indicate that challenges encountered and lessons learned included a lack of student engagement and motivation, increased distractions, and varied access to technology. Integration of technology did not positively impact students’ mathematical proficiency across all teachers. Common resources used across planning of lessons, implementation of instruction, and assessment included the Google platform, Desmos, and GeoGebra. Where appropriate, we situate our results within the larger context of recent international research. These findings support teacher practices that constantly attempt to optimize students’ mathematics and social emotional learning, regardless of the environment or situation.
Keywords: digital technology, remote instruction, teachers’ mathematics practices, students’ social emotional learning
Research Article
Gulmira Tussupbekova, Kathy L. Malone, Janet Helmer, Gulnara Namyssova, Miruyert Abdrakhmanova, Filiz Polat, Zumrad Kataeva
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep386
ABSTRACT
This explanatory sequential mixed-method study explored the effectiveness of blended learning (BL) courses offered to graduate students at an English medium university in Kazakhstan. The study’s purpose was to explore and understand graduate students’ experiences while enrolled in BL courses by learning their perceptions of the benefits and challenges of BL, as well as its potential for enhancing their teacher leadership skills. A survey (n=81) and semi-structured individual interviews (n=17) were used as the main research instruments. This allowed for a detailed and rich data set on the conceptual underpinnings of the BL courses, their effectiveness, and their potential to inform higher education institutions towards implementing BL policies and practices, specifically in the field of education. Through the lens of the Interaction equivalency theorem, we analyzed students’ experiences and their interactions with their teachers and peers, as well as the mode, place, and pace of learning. This investigation revealed that the benefits of learning using BL outweighed its challenges. However, most of the participants preferred the face-to-face part of the BL course over its online teacher-student interaction component due to the opportunity to gain immediate feedback. Most importantly, the BL courses facilitated the enhancement of teacher leadership skills among the students. Finally, the paper provides recommendations for further development and revisions to current BL courses to enhance their learning value.
Keywords: blended learning, higher education, graduate students, educational leadership, interaction equivalency theory, Kazakhstan, teacher leadership
Research Article
Alfiya R. Masalimova, Klavdiya G. Erdyneeva, Anatoly S. Kislyakov, Zhanna M. Sizova, Elena Kalashnikova, Elmira R. Khairullina
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep382
ABSTRACT
One of the objectives of education is to provide diverse pupils with proper educational opportunities. It is anticipated that the night instructors will have this equipment. In this study, validity, and reliability evaluations of the scale to be used to identify digital competence in prospective instructors to support children with functional diversity were conducted. To conduct the research, education faculty students were selected as the target audience. The data gathered were subjected to exploratory factor analysis. A confirmatory factor analysis was used to validate the obtained results. According to the findings of the investigation, thirty components and five contributing variables were found. It has been proposed that future academics do studies on the validity and reliability of the instruments with a number of different populations.
Keywords: pre-service teachers, digital competence, assist students
Research Article
Benjamin Aidoo, Veli-Matti Vesterinen, Marey Allyson Macdonald, Berglind Gísladóttir, Svava Pétursdóttir
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep377
ABSTRACT
The views of student teachers on using the flipped classroom approach were investigated in three Ghanaian colleges of education during the 2020/2021 academic year. A questionnaire with open-ended questions was used to collect data from 143 student teachers. Responses were analyzed using qualitative content analysis. In addition, a focus group interview was taken to examine some of the issues in more depth The flipped classroom approach allowed the students to feel that they were in control of their own learning by using self-paced and collaborative learning. The approach also deepened their conceptual understanding as well as their learning skills. The student teachers also experienced three interconnected challenges, including inadequate ICT infrastructures, such as poor internet connectivity, lack of skills to use ICT, and increased workload. The flipped classroom approach can positively impact students’ learning, but educators planning to use the approach should consider the adequacy of the ICT infrastructure available.
Keywords: flipped classroom, ICT infrastructure, students, collaborative learning
Research Article
Valentina Lukina, Tuiaara Sidorova, Nadezhda Okoneshnikova, Egor Nikolaev, Viktoria Shamaeva, Irina Kuznetsova
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep376
ABSTRACT
The subject of the study is the psychological difficulties of adopting distance education technologies by university students. The materials of exploratory research obtained on a sample of students from several universities of the Sakha Republic (Yakutia) are presented. The study involved respondents aged 19 to 22 (N = 86), 39% of whom were males. In the research, the unstructured interview method was used, during which we asked students to share in detail about their user experience, describing not only the learning process itself but the whole learning context in general. Considering the results using the TAM model, it can be assumed that students are not satisfied with any of the components. Distance learning technologies are not perceived by students as easy to use, and there is a low assessment of the perceived usefulness of these technologies. The attitude towards technology is also rather negative. From the point of view of student acceptance of technology, it can be said that distance learning causes some difficulties associated with cognitive, and emotional aspects, as well as interaction in a virtual environment, and the learning process. Learning creates anxiety and dissatisfaction with the learning process itself.
Keywords: distance education, psychological difficulties, pedagogical communication, students, technology adoption model (TAM)
Research Article
Ozlem Baydas Onlu, Mustafa Serkan Abdusselam, Rabia Meryem Yilmaz
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep368
ABSTRACT
This study aimed to develop the “Students’ Perception of Instructional Feedback Scale” (SPIFS) determining a framework related to the perception of instructional feedback by students. The sequential exploratory mixed method was used in the study. The study was conducted during the instructional design course offered to sophomores in the Department of Computer Education and Instructional Technology at two different universities. Accordingly, firstly a scale consisting of 31 items with Likert-type responses was prepared based on the literature review. Validity and reliability analyses of the scale were completed with a total of 231 participants. After necessary steps were applied in exploratory factor analysis (EFA, n=100), a structure with three factors and 19 items was established. The internal consistency analysis (Cronbach’s alpha), which was applied to the factors obtained and the whole scale, showed the scale to be reliable (whole scale α=.85, 1st factor (mastery, 8 items) α=.92, 2nd factor (positive affect, 6 items) α=.90, and 3rd factor (negative affect, 5 items) α=.96). Confirmatory factor analysis (CFA) was performed (n=131). The structure established through EFA was tested via CFA. The results indicated that the developed structure had acceptable fit (RMSEA=.08, CFI=.91, and RMR=.03).
Keywords: instructional feedback scale, students’ perception, exploratory factor analysis, confirmatory factor analysis
Research Article
Zeinab Azizi, Afsheen Rezai, Ehsan Namaziandost, Shouket Ahmad Tilwani
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep356
ABSTRACT
E-learning anxiety plays a key role in students’ success in online courses. One of the factors that may affect students’ e-learning anxiety is computer self-efficacy (CSE). However, the role of CSE in high school students’ e-learning anxiety has remained unexplored in the Iranian context. Therefore, the present mixed-methods study purports to explore the role of CSE in Iranian high school students’ e-learning anxiety. To this end, for the quantitative part, 410 female high school students were selected, as well as for the qualitative part, 30 female high school students were selected using a random sampling method. The required data were collected using a computer self-efficacy questionnaire, an anxiety in online classes questionnaire, and semi-structured interviews. The collected data were analyzed through a Pearson correlation analysis, a multiple-regression analysis, and a content analysis. Results revealed a strong negative correlation between the students’ CSE and e-learning anxiety. Further, the findings documented that the factors of CSE (i.e., beginning skills, mainframe skills, and advanced skills) determined the high school students’ e-learning anxiety. Moreover, the complementary qualitative findings yielded four overarching themes: ‘promoted digital literacy’, ‘increased problem-solving’, ‘increased learning satisfaction’, and ‘enhanced self-regulated learning’. Finally, a range of implications is suggested for different stakeholders.
Keywords: computer self-efficacy, e-learning anxiety, content analysis, high school students, online classes
Review Article
Almira R. Bayanova, Alexey A. Chistyakov, Maria O. Timofeeva, Vladimir V. Nasonkin, Tatiana I. Shulga, Vitaly F. Vasyukov
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep342
ABSTRACT
Smartphones facilitate communication, education, information, and entertainment through a diverse array of mobile applications. Excessive smartphone use has become a significant societal issue. The research community has explored both the positive and negative consequences of mobile phone use. The phrase “problematic smartphone use” refers to an excessive pattern of smartphone use that may have negative consequences. Smartphone addiction may present with symptoms that are unique from Internet addiction. Severe sadness, anxiety, and tension are all associated with problematic smartphone use. Numerous negative consequences are discussed, including mental health problems, diminished physical fitness, and poor academic achievement. According to the findings of the literature analysis, there is no inventory that evaluates smartphone addiction in the context of Russia. The goal of this study is to examine the psychometric characteristics of the smartphone addiction inventory (SPAI) in a Russian context. Several Russian Federation universities performed the study during the autumn semester of the 2020-2021 academic year. To enhance the inventory, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were utilized on 209 students. As a result, research on the validity and reliability of the Smartphone Addiction Inventory were done in the Russian setting. The research revealed a brief inventory of 14 items and three factors (functional impairment, anxiety, and compulsive behavior).
Keywords: smartphone addiction inventory, psychometric properties, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), university students
Research Article
Samer Skaik, Roksana Jahan Tumpa
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep335
ABSTRACT
Many educators struggle to engage or stimulate students to actively engage in classes. International students, in particular, are more vulnerable to the risk of disengagement due to their competing priorities and social barriers. The use of interactive technology can promote active learning and facilitate better student experience and inclusion. This case study aims to examine the practical implication of one of the popular interactive technologies on the learning experience of international students. The study revealed that adopting the interactive technology in lectures had an obvious positive impact on student learning experience, attainment of learning outcomes, and motivation levels. It helped students engage genuinely in the assessment tasks and have their voice heard without fear or influence by faculty or peer pressure. The study also identified some challenges including the lead time required for training both faculty and students on using the technology more effectively. The study contributes to the existing knowledge by providing evidence-based implications of using interactive technology in higher education.
Keywords: active learning, interactive technology, international students, Mentimeter
Research Article
Amka Amka, Juhriyansyah Dalle
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep334
ABSTRACT
COVID-19 had a disastrous impact on the education sector resulting in a boom of online learning systems. This shift has severely impacted the underprivileged students with special needs due to the sudden implementation of prolonged distance learning. Thus, it creates an immense need to analyze distance learning media’s effectiveness during the COVID-19 pandemic for students with special needs. The E-learning readiness and satisfaction of special needs students are scarcely investigated areas in education and e-learning literature. Established on the community of inquiry (COI) model, this study aims to determine the factors that underpin students’ satisfaction with their e-learning experience through the mediated mechanism of students online learning readiness. Surveying 178 special needs students from various Indonesian universities revealed that teaching presence, cognitive and social presence, and content quality, directly and indirectly, influence e-learning satisfaction. This extended and more comprehensive model would help educators better understand e-learning’s use as an effective pedagogical platform, especially in the context of special needs students. Key policy implications and directions for future research are suggested.
Keywords: community of inquiry model, content quality, online learning readiness, students’ cognitive presence, social presence, students’ satisfaction with e-learning experience, teaching presence
Research Article
Vincentas Lamanauskas, Rita Makarskaitė-Petkevičienė
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep309
ABSTRACT
Distance learning is not a new subject in university study practice. It is clear that a significant number of universities practiced this way of learning before the pandemic. In the case of distance learning, the emphasis is always not so much on the means used for teaching and learning, as on the very fact of the physical separation of the lecturer and the student. There is a reasonable concern about the quality of studies, their efficiency, the quality of the qualifications acquired by future specialists, etc. The new context creates the need to analyse and assess the distance learning situation that arose during the pandemic.
In January-February 2021, a qualitative study was conducted, in which 158 students from three Lithuanian universities participated. Most of the respondents were students of social and humanitarian study programmes. Qualitative data obtained on the basis of open-ended questions were analysed using the method of quantitative content analysis, i.e., semantic subcategories and categories according to four main variables were distinguished: advantages of distance lectures, disadvantages of distance lectures, and distance lecture improvement.
It has been established that the main advantages are the convenience of studying and the flexibility of the study process. Meanwhile, the most obvious shortcomings are deterioration of physical and mental health and non-realisation of social needs, deterioration of the quality of academic activities. Improving the design of lectures and improving their planning and organisation are considered the key areas of improvement.
Keywords: content analysis, distance learning, distance lectures, qualitative research, university students
Research Article
Chenin Chen
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep290
ABSTRACT
Along with the rapid development of technology, the constant innovation and application of computer and information technology has information technology change humans’ future lifestyles as well as induce comprehensive changes in humans’ learning. Due to knowledge digitization, knowledge creation and update is fast that the acceleration and enhancement of learning effectiveness becomes the important issue concerned in global education development. Along with the population of digitization, information technology largely changes life and learning model.
Applying experimental design model to the quasi-experimental research, total 188 business management students of universities in Fujian are preceded technology education with WebQuest. The experimental teaching is preceded 3 hours per week for 16 weeks (total 48 hours). Research results reveal 1. WebQuest would affect critical thinking psychology, 2. WebQuest would affect operation capability, 3. critical thinking psychology presents significantly positive effects on problem clarification in operation capability, 4. critical thinking psychology shows remarkably positive effects on effective interaction in operation capability, and 5. critical thinking psychology reveals notably positive effects on inductive inference in operation capability. According to the results, suggestions are proposed, expecting to help domestic technology education get into organizational and systematic development to further cultivate students’ technology literacy.
Keywords: WebQuest, technology education, business management students, critical thinking psychology, operation capability
Research Article
Lera A. Kamalova, Makhabbat Zh. Umbetova, Narine S. Putulyan
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep288
ABSTRACT
The aim of this work is to determine the most effective technologies and practices for the linguistic and sociocultural adaptation of foreign students studying in Russian and foreign universities, the use of which will help foreign students overcome barriers in academic performance, mastery of the Russian language, psychological and sociocultural adaptation in the host country. The fundamental basis of this study is the experimental work carried out at the Institute of Psychology and Education of Kazan Federal University, Arkalyk State Pedagogical Institute named after Y. Altynsarin, St. Petersburg National Research University of Information Technologies, Mechanics and Optics. Sociocultural and linguistic adaptation of foreign students is organized on the basis of an integrated approach, which is a combination of intercultural, humanistic, personality-oriented, activity-based approaches to learning. Education and training of foreign students should be organized on the basis of modern technologies and practices (authoring online simulators in Russian, interactive whiteboard, case method, brainstorming, role-playing game, discussion) contributes to effective language, socio-cultural adaptation of students. An effective tool to promote the sociocultural and linguistic adaptation of foreign students is a specially organized tolerant developing educational environment of the university, organized taking into account the specifics of social problems and the psychological state of migrants, contributing to the leveling of emerging problems of socio-cultural adaptation, the integration of foreign students in the host community. In this study, the most effective diagnostics were identified that affect the mechanisms of linguistic and sociocultural adaptation of foreign students studying in Russian and foreign universities: diagnostics of the level of social isolation of a person, determination of the level of depression, methods for determining sociocultural identity, adaptation of a person to a new sociocultural environment, methodology for determining level of knowledge of Russian as a foreign language. The scientific novelty of this study is to determine the most effective technologies and practices of linguistic and sociocultural adaptation of foreign students in the context of globalization and the Eurasian integration of sociocultural and educational space.
Keywords: foreign students, migrants, adaptation, linguistic, sociocultural, technology, pedagogical, learning, Russian
Research Article
Ehab Malkawi, Ali Khaled Bawaneh, M S Bawa'aneh
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep283
ABSTRACT
The study aims at investigating the satisfaction level and attitudes of undergraduate students at United Arab Emirates University towards eLearning and virtual classes in exceptional circumstances of COVID-19 Crisis, in view of five demographic independent variables: students’ gender, educational level, residential location, college, and GPA. The researchers adopted and implemented a questionnaire where its validity and reliability for collecting data have been verified. Mean, standard deviations, and one-way ANOVA tests were conducted. The results indicate that the students’ satisfaction level and attitudes towards eLearning and virtual classes are strong in general with varying degrees between items. The results did not show a significant difference at the level (α = 0.05) for the independent variables: students’ gender, residential location, college, and GPA. However, the results imply that there is a statistically significant difference in students’ satisfaction level and attitudes towards eLearning and virtual classes for the independent variable of educational level. The study concluded with few recommendations; supporting the current efforts of the university to provide all the requirements of education via eLearning and virtual classes such as suitable infrastructure and technical support. Besides, there is a need for a continuous update of the teaching and learning platforms in line with continuous development and training for instructors and students.
Keywords: undergraduate students’ satisfaction, students’ attitudes, eLearning and virtual classes, UAEU, COVID-19
Research Article
Jane Elizabeth Casey, Lisa K. Pennington, Dallas Lopez
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep281
ABSTRACT
When educators provide students with opportunities to interact with educational technology such as floor-robots, it may: (a) increase students’ awareness of new educational tools, and (b) enhance students’ use and engagement with new technologies. This case study provided upper-elementary, Hispanic students with opportunities to engage in structured and unstructured activities with floor-robots, with direct support from researchers and the cooperating teacher. These educational robots were introduced to student-participants on multiple occasions during regular instructional class time in a Title I school on the U.S.-Mexico border to determine: (a) students’ interest in continued use of floor-robots; and (b) students’ perceptions of ease-of-use of floor-robots. Floor-robots were selected largely because researchers had access to two types: a Roamer floor-robot and a Thymio floor-robot. For students from underserved populations, it is important that educators strengthen students’ self-efficacy in science, technology, engineering, and mathematics (STEM) areas (Mau & Li, 2018), as well as increase students’ awareness and use of newer educational technologies, which is a growing field and includes floor-robots. However, in-service teachers may need guidance, support, and professional development when selecting and using new educational technologies such as floor-robots. Student-participants’ post-study surveys and interviews provided researchers with insight into elementary students’: (a) interest in floor-robots and robotics, (b) perceived ease-of-use, (c) preferred type of floor-robot in this particular study, and, (d) opinions on the potential uses and downsides of floor-robots.
Keywords: Hispanic students, floor-robots, English language learners
Research Article
Eddie M. Mulenga, José M. Marbán
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep269
ABSTRACT
Digital learning has reshaped education in many ways. The purpose of this study is to respond to the question of whether COVID-19 is the gateway for digital-learning in mathematics education. To this end, this study explores some uptakes of social media platforms by prospective secondary school teachers. Data was collected from 102 prospective mathematics teachers from the Copperbelt University (CBU). Cluster analysis approach was used. Results revealed that participants’ scores for digital learning in mathematics in cluster 2 were higher than those in both cluster 1 and 3. This is a clear indication that prospective teachers in clusters with low scores are more likely to exhibit low skill levels in the use of mobile technology and the adoption of social media in relation to mathematics pedagogy during the COVID-19 crisis. Results show different patterns. However, overall results show that digital learning could be a positive response to COVID-19 closure period.
Keywords: COVID-19, digital learning, social media, students, mathematics education, Zambia
Research Article
Aslıhan Saban
CONT ED TECHNOLOGY, Volume 11, Issue 1, pp. 111-129
ABSTRACT
YouTube is one of the social media tools that have become a part of our lives. It is used by many educators as a pedagogical instrument. To determine the perceptions and views students about YouTube can support the effective use of YouTube. For this purpose, metaphors and opinions of secondary school students about YouTube were tried to be determined. In this study, a phenomenological study have been used. Students’ expressions about metaphors and their reasons were coded with free coding and then categories and themes were created. Also, questionnaires were analyzed according to frequency. According to the research results, YouTube has been associated with a technological tool at the highest frequency. In reasons part, YouTube is shown as “everything” at most. Students often use YouTube. YouTube channels related to daily life, online games and entertainment are more followed. Participants want to use YouTube for educational purposes. Few students want to be YouTuber. Many families do not control the time and content of their children on YouTube. School and teacher need to be able to develop activities regarding effective usage of YouTube in the pedagogical context. Besides this, all partners should be informed and participate in training for digital harmony.
Keywords: YouTube, metaphors, secondary school students
Research Article
Almira R. Bayanova, Irina V. Sivova, Yuliya L. Kamasheva, Olga V. Popova, Evgeny V. Semyanov, Rozalina V. Shagieva, Il’dar M. Yusupov
CONT ED TECHNOLOGY, Volume 11, Issue 1, pp. 47-54
ABSTRACT
The article aims to study the practices of students’ use of services in the conditions of digitalization. The leading methods for the study of this problem are the methods of questioning and testing, allowing to make a qualitative analysis of student consumption practices in the conditions of digitization of services. These methods allowed revealing the peculiarities of online consumption practices by students. The authors found that the majority of students who are not actively using online services, to some extent had experience using online services, but almost every tenth of them had negative result. It is established that students are distrustful of new methods to obtain services, especially when it comes to any operations related to money. It is shown that students who do not practice online services have a feeling that the provided online services are of poor quality, and informants are ready to experience some discomfort in exchange for the usual, guaranteed and high quality, in their opinion, service. In addition, students who are not actively using online services note that it is not easy for them to adapt to new technologically advanced things, but the rest of the students believe that they can adapt to innovations, but the way of providing services that is now perceived as traditional one is the most acceptable for them. It is established that the leader in the use of online services is a taxi. This service is used by all students to some extent, followed by the service of food delivery and only then online banking, online shopping and public services. The novelty and originality of the study lies in the fact that the features of consumption practices among students actively practicing online services and avoiding them are revealed. It is established that students who have little recourse to online services are wary of modern services, which is based either on the previous negative experience of use, or on the unsatisfactory experience of friends, believe that those techniques and applications that are now on the market are not optimal for them and the usual methods of obtaining services for them remain more comfortable and familiar, even though more time spent on obtaining a particular service. The practical significance lies in the fact that the data obtained in the work can be used in social psychology, age psychology, labor psychology, management, sociology, as well as for further theoretical development of this issue.
Keywords: students, consumption, Internet, e-Commerce
Research Article
Roza Sh. Akhmadieva, Tatyana Yu. Guryanova, Aleksey V. Kurakin, Alexandr L. Makarov, Anna I. Skorobogatova, Victoria V. Krapivina
CONT ED TECHNOLOGY, Volume 11, Issue 1, pp. 21-29
ABSTRACT
The relevance of this article is conditioned by the need to analyze and study the student views and positions on the issue of intercultural communication and intercultural interaction, as it is obvious that in the foreseeable future we will continue to live in a multi-ethnic, multicultural society and strive for the successful coexistence of many different cultures in social networks. The aim of the study is to identify the attitude of students communicating in social networks to ethnocentrism. The leading methods for the study of this problem are the methods of questioning and testing, allowing making a qualitative analysis of the peculiarities of the attitude of students communicating in social networks, to ethnocentrism, and allowing identifying the position of students on the issue of intercultural communication and intercultural interaction. The article reveals the criteria peculiar to the representatives of different ethnic groups with a high level of ethnocentrism. These students consider everything that happens in their culture to be natural and correct, and in others to be wrong; consider the customs of their group as universal: “what is good for us is good for others”; consider the norms, roles and values of their group to be absolutely correct; act so that the representatives of their group feel like winners; feel hostility towards external groups. It is determined that the presence of a set of these criteria and properties (or most of them) in the ethnic consciousness of the individual, allows us to talk about a high level of ethnocentrism. The novelty and originality of the study lies in the fact that a set of criteria characterizing the opinion of students, supporters of cultural relativism is revealed: they are often in contact with representatives of other ethnic groups and nationalities in social networks; absolutely do not feel discomfort in communicating with foreign cultural representatives, on the contrary, such communication is of great interest; in the formation of any group do not give preference to representatives of their own people, and are guided by other selection criteria; do not regard the culture of their people as a role model for other Nations. A set of criteria is identified for supporters of ethnocentrism: they believe everything that happens in their culture, natural and correct and others wrong; consider the customs of their group as universal; consider the norms, roles and values of their group is certainly correct; feel hostility towards external groups; in General, are rarely in contact with the representatives of other ethnic groups and nationalities; feel discomfort in communicating with other cultures representatives; believe that the loss of identity of their ethnic group is an unambiguously negative phenomenon; they do not consider the cultures of all peoples equally important and equal.
Keywords: students, intercultural communication, intercultural interaction, ethnocentrism
Research Article
Rimma R. Khanmurzina, Elena I. Cherdymova, Tatyana Yu. Guryanova, Rita A. Toriia, Evgenia M. Sukhodolova, Larisa I. Tararina
CONT ED TECHNOLOGY, Volume 11, Issue 1, pp. 11-19
ABSTRACT
The article considers one of the new social phenomena that have arisen in society, and is currently changing everyday social practices, which are one of the integral parts of the new media - computer games. The problem of the study is conditioned by the fact that computer games are gaining popularity, while increasingly influencing players, changing their established way of life, behaviors, forming new styles of communication and attitude to the surrounding reality. The activation of interest in the process of everyday social practices arose due to the shift of value orientations in the structure of students’ lifestyle. The aim of the study is to analyze the impact of computer games on everyday social practices of students-gamers. The leading methods for the study of this problem is the interview method, which allows revealing more fully and multifaceted impact of computer games on everyday social practices of students-gamers. It was found that the main characteristics of the gamer are: the ability to appreciate the game; the ability to play a lot of fun, not to chase the game awards; to see in the games something of great importance; to know a lot about different games; to be able to play well and understand the game. It is shown that computer games do not generate subcultures, but only try to unite people and teach them to work together in a team. Gamers arrange events for any particular game they play. Such meetings are most often of a competitive nature. Students gamers note the following skills that they acquire through the games: meeting new people; learning English; improving communication skills; interesting stories; historical moments; military Affairs (weapons, equipment, military battles, etc.); myths and legends of different world cultures. The practical significance lies in the fact that the data obtained in the work can be used in social psychology, age psychology, psychology of work, sociology, as well as for further theoretical development of this issue.
Keywords: students, computer games, gamers, social practices
Research Article
Duygu Ispinar Akcayoglu, Gokce Dislen Daggol
CONT ED TECHNOLOGY, Volume 10, Issue 4, pp. 416-429
ABSTRACT
Media literacy is defined as the ability to encode and decode the symbols transmitted via media and to synthesize, analyze and produce mediated messages. Media literacy raises questions about the impact of media and technology, which has the potential to increase individuals’ awareness about the effects of media on daily life. The aim of media literacy is to help students become competent, critical and literate in media forms because they need to interpret what they see or hear and prevent the interpretation from controlling them. Therefore, perceptions of students about their media literacy is a topic that requires attention at various education levels. The present study aimed to identify preparatory year program students’ self-perceptions about media literacy and to explore whether they benefited from mass media in learning a foreign language, English in this context. Data were collected using Media Literacy Level Determination Scale developed by Karatas (2008). Open-ended questions that aimed to reveal students’ perceptions of media literacy were asked with a view to supporting the data obtained from the scale. Both data collection tools also aimed to find out the factors associated with media literacy. The findings of the study are believed to open a perspective for the stakeholders in language teaching process by providing insight into the university students’ stance towards media literacy.
Keywords: Media literacy, EFL students, Higher education, Preparatory school
Research Article
Mazhar Bal
CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 246-271
ABSTRACT
The aim of the study is to determine the contribution of gamification to writing skills of middle school students. For this study, a lesson plan has been developed to relate Writing and Authorship Skills lesson to the gamification for middle school students. From this lesson plan, it was tried to determine the effectiveness of the teaching process. Therefore, the study was designed as action research. The research group is composed of seventh grade students. Criteria sampling technique was used to determine the participants. As a data collection tool, student diary, semi-structured interview form, semi-structured observation form, digital content of the students were used. Data obtained from the semi-structured interview form were analyzed by content analysis; other data were analyzed by descriptive analysis. Writing skills and gamification were related in the study. Turkish Language Teaching Program (2018) has been taken into consideration in the action plan which relates to gamification and writing skill. As a result of the study, it was seen that all participants were actively involved in the implementation process. In addition, it was concluded that gamification increased the interest of students towards the course, combined school and non-school life, facilitated classroom management, supported collaborative work, and developed creativity. As a result of this study, it is suggested that digital games can be used as a text type in Turkish language lessons with the method of gamification in order to positively affect motivation of the middle school students toward writing education.
Keywords: Digital game, Writing skills, Gamification, Middle school students, Turkish language education
Research Article
Ali Simsek, Kemal Elciyar, Taner Kizilhan
CONT ED TECHNOLOGY, Volume 10, Issue 2, pp. 106-119
ABSTRACT
Considering that social media addiction is probably the most recent type of technology addiction, the present study was designed based on the six components suggested by Griffiths (2013). Toward the main purpose of the study, the "Bergen Facebook Addiction Scale" was adapted to social media addiction and translated into Turkish. After the validation process, it was administered to a total of 700 students; of them 397 were high school students and 303 were university students. The data collection instrument included 18 five-point Likert-type items in six categories, along with 5 structured items regarding demographics of the respondents. In addition to the original findings of the present study, similar research on social media addiction in some other countries were examined for comparisons. The results showed that both university students and high school students have a moderate level of addiction to social media. Being a university or high school student does not make any difference on the level of social media addiction. However, significant differences were found regarding gender, duration of use, department at the university, and type of high school. Finally, the results of the study show certain similarities and a few differences with the results of the studies conducted in other countries.
Keywords: Internet addiction, Social media, Internet addiction, Social media addiction, University students, High school students
Research Article
Mustafa Serkan Gunbatar
CONT ED TECHNOLOGY, Volume 9, Issue 4, pp. 354-373
ABSTRACT
This study aimed to determine undergraduate and associate degree students’ computer programming attitude and self-efficacy levels, and compare them according to thinking style, gender, department, weekly study time, and programming experience variables. The study employed the correlational research model. The researcher attempted to reach all associate and undergraduate students who had received the computer programming course at a state university. The computer programming self-efficacy scale, the computer programming attitude scale, and the holistic and analytic thinking in problem-solving scale were used to collect research data. Results suggested that the participants with different thinking styles showed significant differences regarding programming attitude and programming self-efficacy. Programming attitude and thinking style were significant predictors of programming self-efficacy. No difference was observed between genders in terms of the common effect and the partial effect of programming attitude and programming self-efficacy. However; differences were observed between participants from different departments and with different weekly study time. There was also a significant difference between the participants with different programming experience levels in terms of the common effect of programming attitude and self-efficacy, whereas no difference was found in terms of attitude alone.
Keywords: Computer education, Programming self-efficay, Programming attitude, Thinking style, University students
Research Article
Zhwan Dalshad Abdullah, Azidah Bit Abu Ziden, Rahimi Binti Chi Aman, Khalid Ismail Mustafa
CONT ED TECHNOLOGY, Volume 6, Issue 4, pp. 338-354
ABSTRACT
The present quantitative study aims to find out the underlying factors of attitudes towards information technology and the relationship with academic achievement among students, through a self-developed questionnaire. The attitudes of the respondents were assessed in terms of three dimensions; namely affection, behavior, and belief. The results revealed a statistically significant difference between Arts and Science students in terms of their attitude towards IT in favor of Science students, and also proved that there was no statistically significant correlation between students' academic achievement and their attitudes towards IT. While students at the medium level of academic achievement tended to score higher on the affection toward IT comparing with students at the satisfactory level of the academic achievement. The results of this study provide information for policy makers, and the researchers who are interested in understanding the factors that affect technology use by students in their learning.
Keywords: Student attitudes, Information technology, Academic achievement, Students’ disciplines
Research Article
Isiaka Amosa Gambari, Victoria Ifeoma Ezenwa, Romanus Chogozie Anyanwu
CONT ED TECHNOLOGY, Volume 5, Issue 2, pp. 110-120
ABSTRACT
The study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest experimental design with 3 x 2 factorial design and a sample of 120 Senior Secondary class Two (SSII) students (60 male and 60 female). Computer-Assisted Instructional package of two modes; Animation with Text (AT), and Animation with Narration (AN) were employed as treatment instruments and a Solid Geometry Achievement Test (SGAT) was used as test instrument. A trial test was carried out and a reliability co-efficient of 0.78 was obtained using the KR-21. Analysis of Variance (ANOVA) and t-test was used in analysing data collected. The study revealed that, there were significant differences in the post-test mean scores of CAI(AT), CAI(AN) and the control group (F = 11.468, df = 119, p0.05) and CAI(AN) (t=1.455, df = 38, p>0.05). Based on these findings, it was therefore recommended that mathematics teachers should be encouraged to use CAI(AN) for meaningful and effective teaching and learning of mathematics.
Keywords: Computer-assisted instruction, Multimedia-based learning, Animation+Narration, Animation+On-screen text, Solid geometry, Secondary students
Research Article
Leila Karimi, Rouhollah Khodabandelou, Maryam Ehsani, Muhammad Ahmad
CONT ED TECHNOLOGY, Volume 5, Issue 1, pp. 53-72
ABSTRACT
Drawing from the Uses and Gratifications Theory, this study examined the Gratification Sought and the Gratification Obtained from using Social Networking Sites among Iranian, Malaysian, British, and South African higher education students. This comparison allowed to drawing conclusions about how social networking sites fulfill users’ needs with different cultures. Data were collected through a quantitative study applying online and paper- based questionnaire carried out in 2013, using a representative sample (N=320). Findings showed differences in students’ motivation to join to and to use of social network sites in each country. Interestingly, the researchers found that cultural differences may determine the uses and gratifications of social networking sites.
Keywords: Uses and Gratification Theory, Social Networking Sites, Higher education students, Motivation
Research Article
Gonca Cumaoglu, Esra Sacici, Kerem Torun
CONT ED TECHNOLOGY, Volume 4, Issue 2, pp. 121-135
ABSTRACT
Reading habits, accessing resources, and material preferences change rapidly in a digital world. University students, as digital natives, are accessing countless resources, from lecture notes to research papers electronically. The change of reading habits with a great scale has led to differentiation on accessibility of resources, archiving them and usage of related technologies. The purpose of this study is to examine the e-book usage preferences versus printed material along with reading habits in a context of different variables. Additionally, different uses of e-books in a variety of faculties have been the focus of this study. The participants comprised of 222 students, studying in 36 different universities across Turkey. A questionnaire was developed specifically for the study. The questionnaire consisted of three parts: Printed book reading habits, e-book reading habits (methods of reaching e-books, aim of usage etc.), and technological knowledge (e-book related tools and file formats etc.). According to the results of study, approximately 68% of university students stated that they read one book in a week and 62% indicated that they are e-book readers. Moreover, there was a significant relationship between social environment and reading habits of students. University students put forward accessibility advantage (68%) of e-book and stated that they mostly read e-book for research (81%). E-book format which is most commonly preferred among students is Portable Document Format (pdf) (73%), while the computer is the most commonly used e-book medium (60%).
Keywords: E-book, Printed material, Reading preferences, Reading habits, University students, Higher education
Research Article
Myriah T. Miller, Jill Olthouse
CONT ED TECHNOLOGY, Volume 4, Issue 1, pp. 66-80
ABSTRACT
This comparative study identified the differences between gifted children’s offline and online peer feedback within a summer talented writer’s workshop. Researchers analyzed ten students’ writings for degrees of critical thinking evident in their feedback. Online feedback included students’ writings in social writing sites Storybird.com and KidBlog. Offline feedback was submitted on a teacher designed rubric, and then incorporated into a revised manuscript using Microsoft Word. Critical thinking was defined as the three upper tiers of Bloom’s Taxonomy: analysis, and evaluation, and synthesis. Each comment in students' online and offline feedback was coded according to one of the levels of Bloom's Taxonomy. In addition, interpretative summaries were written describing how students used feedback within each category. Results indicated that critical thinking (specifically analysis and evaluation) was more evident in the responses that were structured opposed to those that were in the social media contexts. There was also evidence of an increased amount of informal dialogue in the online feedback opposed to the structured feedback. Online writing technologies are seen to be most successful when teachers' expectations for critical thinking and students' desire for informal positive feedback are combined; this success depends on the presence of a skilled teacher and supportive peers, rather than on the presence of a specific technology tool.
Keywords: Critical thinking, Educational technology, Peer feedback, Bloom’s Taxonomy, Gifted Students, Social Media, Writing
Research Article
Jose A. Ramos
CONT ED TECHNOLOGY, Volume 2, Issue 4, pp. 282-293
ABSTRACT
The purpose of this study was to explore the differences in perceived stress and coping styles among non-traditional graduate students in both on-campus and distance-learning programs. The study employed a quantitative causal-comparative design that involved collecting survey data. The sample consisted of 36 non-traditional graduate students who enrolled in distance learning classes along with 36 non-traditional students attending traditional on-campus courses in a graduate program. For statistical analyses, t-test and multiple linear regressions were conducted to simultaneously assess the effects of group membership and all demographic variables on each of the dependent variables (stress level and coping style). An alpha level of .05 was used to test statistical significance. Overall, there is no significant difference between the coping styles and the perceived stress levels of non-traditional graduate students who enrolled in distance-learning and on-campus programs.
Keywords: Distance learning, Non-traditional students, Stress, Coping styles, Graduate education, On-campus programs
Research Article
Necmi Esgi, Vildan Cevik
CONT ED TECHNOLOGY, Volume 1, Issue 3, pp. 221-232
ABSTRACT
This study investigated primary education students’ perception of the Internet through resorting to the images they produced for the Internet concept. Sixty five primary education students constituted the sample of the study. Participants were asked to draw a picture concerning the Internet concept. In addition, researchers gave a 10-item survey form to voluntary students to collect demographic information. Frequency, percentage and Chi-square analyses were carried out for the demographic data collected. Qualitative analyses were conducted on the pictures students drew, and an evaluation chart was prepared. The images that students generated concerning Internet concepts have been categorized as: “game, homework, chat, research, music, video, violence and news”. Furthermore, other remarkable themes were torch, individualism, motionlessness and so on. Most common reasons of using the Internet were homework and games. It was revealed that personal Internet usage coincided with the images created concerning the Internet. There appeared a direct connection with the first three objects which came to mind about the Internet and the images they produced.
Keywords: Students of Primary Education, Internet, Perception, Painting, Images
Research Article
Ali Simsek, Jale Balaban
CONT ED TECHNOLOGY, Volume 1, Issue 1, pp. 36-45
ABSTRACT
The purpose of this study was to assess the most commonly used learning strategies of undergraduate students and how these strategies were related to their academic performance. Toward this purpose, a 60 item Likert scale was administered to a sample of 278 undergraduate students. The students were selected based on their cumulative grand-point-average as the most successful and the least successful five senior-year students from each majoring area in the faculties of arts, engineering, science, communication, and sports. The Cronbach’s Alpha reliability coefficient of the scale was 0,93. Results showed that successful students used more, varied, and better learning strategies than unsuccessful students. Female students were more effective in selecting and using appropriate strategies than male students. There were a variety of differences among fields of study; students of fine arts used the strategies least, while students of sports used them the most. The most preferred group of strategies was metacognitive strategies, whereas the least preferred group was organization strategies. The same pattern was found for the level of success, gender, and field of study. The results overall imply that certain strategies contribute to student performance more than other strategies, and majority of university students are aware of this situation.
Keywords: Cognitive strategies, Higher education, Learning strategies, University students