Research Article
Mailizar Mailizar, Abdulsalam Almanthari, Suci Maulina
CONT ED TECHNOLOGY, Volume 13, Issue 2, Article No: ep298
ABSTRACT
The aim of this study was to examine factors that influenced experienced teachers’ intention to use E-learning in their teaching of mathematics. Data were collected using a questionnaire from 161 secondary school mathematics teachers who completed a six-month in-service online training provided by the Indonesian Ministry of Education. The Technology Acceptance Model (TAM) was used as the framework while E-learning experience was included as an additional construct. An extended TAM model was proposed and tested in this study. It consisted of five constructs, namely: intention to use, perceived usefulness, perceived ease of use, attitude toward using, and experience. Data were analyzed using Structural Equation Modelling with SMARTPLS 3.0. The findings showed that attitude toward E-learning use and E-learning experience were the two most significant constructs in predicting E-learning use. Contrary to previous studies, perceived ease of use and perceived usefulness were non-significant factors for the prediction of the behavioral intention. Implications for future research and practices are discussed.
Keywords: behavioral intention, teachers’ intention to use e-learning, extended TAM model, teachers’ e-learning experience, e-learning in mathematics classroom
Research Article
Umut Akcil, Mert Bastas
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep291
ABSTRACT
The COVID-19 pandemic has had an impact on people’s social interaction and has brought changes on education, environment and economy. COVID-19, which affects every aspect of life, has produced results that require re-evaluating the perspective on education. Distance learning, digital learning, e-learning has reshaped education in many ways. There can be a chance of the pandemic in the digital age to turn into an advantage for the education sector. In this period, it can be said that those who have high interest in technology move more easily in distance education and e-learning processes. In this context, expressing the best skills in the digital age, it was thought that the concept of digital citizenship would have positive effects on e-learning. This study is a relational survey and tested by establishing a relationship between digital citizenship and e-learning. The study was conducted among higher education students. It has been observed that there is a positive relationship between digital citizenship behaviors and e-learning attitudes. In addition, it has been observed that the negative anxiety of students due to the pandemic is reflected in their e-learning processes. However, overall results show that digital citizenship behavior digital learning process could be a positive response to COVID-19 closure period.
Keywords: COVID-19 pandemic, e-learning, digital citizenships, digital age, higher education
Research Article
Merve Kadioglu, Zeynep Tacgin, Nevin Sahin
CONT ED TECHNOLOGY, Volume 12, Issue 1, Article No: ep265
ABSTRACT
The purpose of this study is to demonstrate the most delicate parts of eLearning material development process and tools from the Instructional Design (ID) perspective. In this context, the birth lesson eLearning material modules have been progressed in accordance with the design - based research approach. The selected two modules have been completed by the project team - 3 instructional designer, 1 subject expert, 1 education technologist and 2 subject matter consultants- in 8 months. The ID process has been started with the education need analysis in order to determine the learners’ needs, learning outcomes and other expectations. The explanatory storyboard has to be offered to the educational technologists and the learning theories has to be determined by the designer. After the several revised, the themes and modules have been developed via several eLearning material development tools. The ID process consists several work packages for the team. Correspondingly, eLearning development is of toilsome process that has been included in planning, storyboard, communication between instructional designers and subject experts, and time. Also, it has to be designed with an expert team, learning theories and other scientific methods.
Keywords: e-learning, material development, instructional design, nursing education
Research Article
June Patrick Bigirwa, Stephen Ndawula, Esther Frances Naluwemba
CONT ED TECHNOLOGY, Volume 12, Issue 1, Article No: ep264
ABSTRACT
Despite the high level of investment on e-learning programs in Uganda, there is a low adoption of this new pedagogy in midwifery schools. This trend is likely to frustrate government’s efforts to improve the skill mix, competencies and numbers of midwives. This research sought to establish whether school financing role was essential to e-learning adoption, and the salient traits of school financing role to be focused on by midwifery schools. An explanatory sequential mixed methods design was employed, ten midwifery schools were sampled with 167 respondents. A moderate positive relationship between school financing role and e-learning adoption (r = 0.402, p = 0.000, n = 167), was ascertained and school financing role accounted for 15.7% of the variance in e-learning adoption. The salient traits were; diversified sources of funds, deliberate efforts to expand sources of funds, coordination mechanisms for the sources of funds, affordable school fees structure, and a convenient fees payment system. Midwifery schools ought to implement these traits if they are to improve e-learning adoption.
Keywords: school financing role, e-learning adoption, midwifery schools, Uganda, developing country
Research Article
Mark Kennedy, Thomas J. Dunn
CONT ED TECHNOLOGY, Volume 9, Issue 1, pp. 76-89
ABSTRACT
In recent years, the use of Technology Enhanced Learning (TEL) has risen exponentially throughout higher education in the UK. Whilst TEL is an umbrella term for a range of technologies, evidence suggests that in the UK, TEL is usually delivered via the medium of Virtual Learning Environments (VLEs) for the provision of lecture materials and additional content. An emerging literature has established both the pedagogical potential and students’ perceived usefulness of TEL. However, researchers have yet to establish how the use of TEL via VLEs can be improved – a core requirement of establishing best practice. The current study sought to address this in a sample of 487 predominately undergraduate students. Content analysis revealed that views were overwhelmingly positive, but that students had clear views on what they wanted to see improved. Students expressed clear desires for the more consistent and more frequent use of TEL within lectures. Further, they felt that the potential of TEL to encourage and facilitate interactions, both within their University and with external stakeholders, has thus far gone unexploited. Implications for teaching practice and future research are discussed.
Keywords: Technology enhanced learning, Virtual learning environment, E-learning
Research Article
Chokri Barhoumi, Pier Giuseppe Rossi
CONT ED TECHNOLOGY, Volume 4, Issue 4, pp. 281-308
ABSTRACT
The use of hypertext systems for learning and teaching complex and ill-structured domain of knowledge has been attracting attention in design of instruction. In this context, an experimental research has been conducted to explore the effectiveness of instructional design oriented hypertext systems. Cognitive flexibility hypertext theory is compared to direct instruction course design without hypertext systems for teaching and learning Flash online course in e-learning environment. Researchers used an experimental approach conducted in the academic year 2010 with independent sample of students of an experimental group (73 students) compared to a control group (73 students) from a university class. The results show the effectiveness of the hypertext systems course design compared to direct online course design. Indeed, the results of cognitive performance have demonstrated that the average time to answer achievement tests is lower for flexible instruction compared to average time for direct instruction. The number of students’ accesses to learning resources in the e-learning platform is higher in case of flexible instruction compared to direct instruction. Results of the experimentation also demonstrate that there are significant differences between the experimental group and the control group, regarding the attitudes of students toward using flexible online course design based cognitive flexibility hypertext theory and direct online course design.
Keywords: E-learning, Online teaching, Flexible online course design, Direct online course design, Cognitive flexibility, Hypertext systems
Research Article
Bradley E. Wiggins
CONT ED TECHNOLOGY, Volume 4, Issue 1, pp. 30-49
ABSTRACT
This article presents the results from a post-test only experiment conducted in 2011 with undergraduate and graduate students (N=67) from individualist and collectivist cultures. Demographic information was collected through questions appearing at the end of a post-test administered to subjects after completing the e-learning module. Each person was randomly assigned to one of three e-learning modules which all shared identical instructional content: time travel. However, the modules differed in design. Specifically, while the control module was designed according to the coherence principle, one experimental module was designed with non-essential background music and the other was designed with non-essential background images. The coherence principle of multimedia instruction stipulates that the addition of extraneous audio, images, or text impairs learning. Nevertheless, one normative standard of multimedia design does not apply to a group of culturally and linguistically diverse learners. Among the findings from this study, a flexible coherence principle is proposed and it suggests that the multimedia designer must consider one’s own cultural and linguistic composition as well as that of the intended audience. A concluding discussion suggests that cultural variation may be related to cognitive variation.
Keywords: E-learning, Linguistic relativism, Cognitive Load Theory, Coherence principle, Collectivist - Individualist, Multimedia design
Research Article
S. Arulchelvan
CONT ED TECHNOLOGY, Volume 3, Issue 1, pp. 1-16
ABSTRACT
Technologies are available for education in various forms now. One primary task involves determining how best to utilize available technology resources to enhance student learning. Electronic Learning Management System (E-LMS) is one the important strategy for learning. It has the ability to document the academic performance of the individual student. This is highly useful in managing all type of academic and other activities of students by institutions. This study aimed to know the facts and effectiveness of E-LMS among the school students. Survey, comparative analysis and Interview methods were used in this study. Major findings from the study are: E-LMS is significantly influence the students and teachers. The absenteeism ratio has declined. This in turn reflected in the academic performance of the students since they have no other option than sustaining with the learning activities. Overall performance of a student is also significantly increased. The effectiveness of E-LMS may be improved from the points of reporting in regional languages when exist, Web-based reporting, and Interactive communication. Because the system has positive impact among the students, this will prove very effective when implemented in large scale in India.
Keywords: Learning management system, LMS, Electronic learning management system, ELMS, E-Learning, ICT in education
Research Article
Jyoon Yoon, Lynn Brice
CONT ED TECHNOLOGY, Volume 2, Issue 3, pp. 250-263
ABSTRACT
This article reports a qualitative study on computer-supported collaborative learning during a multidisciplinary education project on environment. The water project is designed to provide the elementary teacher candidates opportunities to explore issues related to water and find solutions to them through the Internet. As a production of the water project, they created posters and fliers in a photograph application to educate people regarding water issues and discussed how their creations affected people’s awareness of water issues, using a web-discussion tool. The teacher candidates’ reflections revealed that the water project was a meaningful e-learning activity to raise awareness of the global water issues and create an opportunity for them to share their learning, incorporating science and social studies. This water project provided a computer-supported collaborative e-learning model for integrating science and social studies.
Keywords: E-learning, Computer supported learning, Collaborative learning, Integrated education, Science education, Social studies
Research Article
Juliet Stoltenkamp, Jephias Mapuva
CONT ED TECHNOLOGY, Volume 1, Issue 3, pp. 208-220
ABSTRACT
The utilization of the knowledge economy in the information age has been promoted by various tools developed both for communication and marketing purposes. Information and communication technologies (ICTs) have proved their propensity to influence the flow, acquisition and dissemination of information across the globe. The business and education sectors have been the most conspicuous of all beneficiaries of ICT applications, especially in the fast-globalizing environment where interaction has become a necessity and an obligation rather than leisure. Enhanced tools for education, marketing and communication purposes have been coined with unprecedented efficacy and efficiency. Some of these technologies (e.g. blogs) have even livened communication and interaction among users. This paper will therefore focus on various e-tools and their application to open education, with prevalence being on the blog tool.
Keywords: E-tools, Globalized education, E-learning, Communication, Technology, Blogs