Educational Technology Quarterly
Not a member yet
120 research outputs found
Sort by
Students experiences and motivational factors on using e-learning systems in higher education institutions in Tanzania
Full text linkUsing the e-learning system in teaching and learning is becoming normal in Tanzania's higher education. Higher education institutions (HEIs) strive to provide an appropriate environment for instructors and students to utilise the e-learning system effectively. This study explored the students' utilisation of the e-learning system and the motivational factors that influenced the utilisation. The study surveyed demographic differences in students' e-learning system utilisation among 730 undergraduate students who were randomly sampled from three campuses at a HEI in Tanzania. Data were analysed through descriptive statistics, independent t-tests and one-way ANOVA. The findings show that students were significantly motivated by an e-learning-supportive environment, lecturers' influences, and personal interests. Similarly, the e-learning system is highly utilised for uploading and downloading documents, but online learning activities could be more utilised. E-learning system utilisation was found to be average, and further measures should be taken to enhance the use of the e-learning system. Furthermore, the study found no significant difference in gender, though it was contrary to students in different years of study. With study years influencing the e-learning system utilisation, the study recommends intensive training on the use of the e-learning system in students' early years
Belief in building a full-fledged distance learning course in athletic training
Full text linkThe problem of developing distance learning in physical education and sports is relevant to the growing demand for flexible educational models and modern technologies. Even though distance education is developing rapidly in the context of intensive digitalisation of social processes, and physical education and sports specialists were among the first to use digital technologies, research in this area indicates a lack of structured approaches to developing distance courses that would meet modern needs. The practical orientation of activities, sometimes an increased level of danger and special requirements for logistical support create significant obstacles to education and training in a distance format, which is associated with the ambiguous practicality of distance courses in this area. Objective: to form the direction of development of the structure of distance learning in athletic training. Methods: analysis of scientific and methodological literature, survey, and modelling. Results: The study focused on the available types of athletic training to understand the possibilities of organising and implementing distance learning in this area. The key factors of structuring a distance course in athletic training were identified. They are presented as three main blocks: theoretical, practical and controlling. An algorithm for organising practical training in athletic training has been formed. It involves the use of e-learning tools. The possibilities of creating a full-fledged distance course in athletic training are substantiated. The survey results of 20 experts show a high level of support for the proposed structure and key elements of the distance course in athletic training. In particular, the experts mostly agreed with the logic and completeness of the course structure, the expediency of centralised content placement in the cloud environment, the optimality of the selected communication channels (email and cloud services), the clarity of the motor learning algorithm for remote performance by students, the adequacy of the proposed evaluation system and the presence of significant advantages in the use of tablets/smartphones in the educational process. In general, changes in the perception of obstacles to distance learning in physical education and sports can occur with the expansion of technological accessibility of innovative tools and modernisation of teaching methodology. Conclusions: Distance learning courses are a promising area for developing physical and sports education. The study was conducted to anticipate the possibilities of expanding education in this area by emphasising the issue of distance learning. Creating effective distance learning courses requires an integrated approach. This approach includes integrating modern technologies, adapting educational content to the audience's specifics, and providing proper feedback. The article provides substantiated evidence of the possibilities of creating full-fledged distance learning courses in physical education and sports training. Further research should improve distance learning methodology, develop specialised mobile applications for athletic training, and use modern tools to assess learning outcomes
A bibliometric analysis on the effects of digital media among children in the time of COVID-19 pandemic
Full text linkAlthough technology was considered the fundamental tool in enhancing learning during COVID-19, there have been several concerns about the excessive use of digital media among children, which in turn impacted their well-being. A lack of adequate evidence on the impact of excessive use of digital media during COVID-19 among children prompted the need for a bibliometric analysis. The study aimed to examine the effects of digital media on children through a bibliometric analysis. A total of 1738 empirical articles published between 2019 and 2022 from the Dimensions scientific database were analysed using the VOSviewer 1.6.16 software. The analysis aimed at establishing visualisation networks on the most influential authors, countries, universities and co-authorships. The occurrence of keywords was also analysed to identify the effects of digital media among children during COVID-19. The results indicate increased burnout, bullying and frustration among children as a result of excessive use of digital media and screen time. Children lacked parental control since parents had inadequate digital skills to control children's online learning at home. Although technology was used to enhance learning during the pandemic, it was necessary to highlight the need for digital safety guidelines to ensure children's mental, psychological and physical health are maintained. Enhancing digital literacy among educators and parents can significantly reduce the risks associated with children spending excessive time on screens. Having digital inclusion guidelines would also increase awareness among educational stakeholders on effective ways of protecting children from digital risks and improving their well-being
Push and pull factors influencing LMS use post-COVID in Nigerian open distance learning: a qualitative study
Full text linkThe emergence of the COVID-19 pandemic precipitated an unprecedented transformation in educational delivery, particularly in higher education globally. As a result, LMS emerged as a critical tool, ensuring educational continuity when physical campuses became inaccessible. However, as higher education institutions transition into the post-pandemic period, emerging evidence indicates that LMS adoption patterns among ODL students reflect a complex interplay of factors that drive or attract engagement with these digital learning platforms. While there are studies that examined initial LMS adoption during the pandemic period, few studies investigated the post-COVID sustainability of LMS usage. However, no study has examined LMS use through the dual lens of push and pull dynamics in Africa, especially in the Nigerian context. Hence, this study examined the push and pull factors influencing LMS use post-COVID in an ODL context in Nigeria through the lens of the Unified Theory of Acceptance and Use of Technology (UTUAT). The study employed a qualitative research design grounded in the interpretive paradigm. Twelve academic and support staff members from the National Open University of Nigeria (NOUN) participated in the study, which employed a multi-stage sampling technique. Semi-structured interviews, based on an interview guide designed explicitly for the study, served as the primary data collection instrument. Data collected from the interviews were thematically analysed. Findings from the study revealed that COVID-19-related factors, digital readiness and literacy, as well as flexibility and autonomy offered by the LMS, were identified as push factors influencing LMS use post-COVID. System features, regular updates, effective support mechanisms, and institutional policies provided by the ODL-based university served as pull factors influencing students' use of the LMS after the COVID-19 pandemic. However, infrastructural and access issues, the digital literacy skills of students, low participation or engagement with the LMS by students, as well as technical and content-related issues, limit the effective use of the LMS for learning post-COVID. These findings underscore the importance of holistic strategies that simultaneously enhance digital literacy, improve infrastructure, and ensure ongoing institutional support. Future research should investigate the longitudinal effects of these factors and assess the efficacy of targeted interventions
Learning styles of the Armed Forces of Ukraine personnel undergoing English language courses
Full text linkThe preferred learning styles according to the Felder-Soloman method of military personnel of the Armed Forces of Ukraine with various military ranks studying English on four-month face-to-face foreign language courses based on the Foreign Languages Education and Research Center of the National Defense University of Ukraine were studied. Active, sensing and visual styles account for approximately 85% of students, while the remaining 15% have reflective, intuitive and verbal styles. The advantage of the sequential over global style is about 75%. No correlation was found between individual learning preferences, the results of the English language entrance test (four tests - listening, writing, reading and speaking), and officer ranks. The method of two-stage cluster analysis shows that respondents form two clusters (Silhouette cluster quality - 0.5-0.6) of approximately the same size according to the level of language proficiency. The most influential factor for cluster formation is the results of listening. Military personnel learning styles were compared with literature data on students' learning styles from 12 fields of study. Two fields (military and natural sciences) demonstrate the preferences toward four styles in all four dimensions; preferences in 2 directions (sensing and visual) and balance in the other two are characteristic of six fields of study. Four other studied fields have a propensity in only one dimension (visual perception of information)
Algerian secondary school students' preferences for the use of YouTube in their informal learning
Full text linkVarious technological tools are adopted in the learning process to help students access available knowledge on the net. Due to the COVID-19 pandemic, many Algerian teachers relied more on social network sites, such as YouTube and other applications, to provide their students with lessons. The current study sought to determine the types of videos that Algerian secondary school learners prefer. The study sample included 413 secondary-level students (66% females and 34% males). A short four-question questionnaire was used to collect data. The results indicated that students spent more than 4 hours online daily. They preferred educational content in short videos of 10 minutes at maximum, as well as videos containing content related to materials and exercises pertinent to baccalaureate exercises and/or a presentation about methods of solving exercises without the presence of a teacher's picture. The study suggested recommendations on the importance of using the available technological tools and training teachers in ICT in education
Advancing autonomy in Tunisian higher education: Exploring the role of technology in empowering learners
Full text linkThis study explores technology-based learner autonomy in Tunisian higher education, focusing on the Raqqada English department. It examines student engagement with technology-driven learning and the challenges faced by educators, highlighting a gap between students' theoretical readiness for self-directed learning and their actual use of digital tools. Utilising a mixed-methods approach, quantitative data were collected from 102 English students via questionnaires, and qualitative data from interviews with 25 educators. Findings reveal that while 80% of students engage in autonomous learning outside the classroom, in-class technology usage is significantly lower, indicating a disconnect with existing infrastructure. Furthermore, 76% of students acknowledge technology's role in supporting diverse learning styles, and 67% link smart classrooms to increased motivation. However, challenges such as limited digital literacy, inadequate training, and poor infrastructure hinder effective technology integration. Educators expressed concerns about rigid teaching methods and insufficient autonomy at earlier educational levels, suggesting that autonomy is better developed at the master's level. The study concludes that enhancing infrastructure, training, and digital resource availability is crucial for advancing learner autonomy. Recommendations include fostering intercultural collaboration through programs like Collaborative Online International Learning (COIL) and implementing varied assessment methods to evaluate learner autonomy better. Additionally, professional development programs for educators and students are necessary to promote autonomy and active learning strategies
Implementing media educational technology in Ukrainian preschool institutions
Full text linkThis study investigates the implementation of media educational technology in preschool institutions in Ukraine. The increasing prevalence of media manipulation, fake information, and uncontrolled media consumption among children necessitates media education from an early age. The research involved developing and experimentally testing a model for media educational technology tailored for preschoolers aged 5-6 years. The technology encompasses a three-stage process: diagnostic-target, integrational, and analytical, incorporating various forms, methods, and means of media education activities. A key component is innovative “media educational tales” designed to engage children in learning about media literacy concepts. The effectiveness of the technology was evaluated through a confirmatory experiment conducted in multiple preschool institutions across Ukraine, involving 384 respondents. The results demonstrated a significant improvement in media literacy levels among children in the experimental groups, with 20.9% achieving a high level and 61.7% reaching a sufficient level after implementing the technology. The study highlights the feasibility and positive impact of implementing structured media educational approaches in preschool settings while also revealing the need for further training and support for preschool teachers in this domain
Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?
Full text linkThe planned global migration to the Fourth Industrial Revolution (4IR) and the unplanned incidence of the COVID-19 pandemic have necessitated the indispensability of virtual learning adoption in tertiary institutions. The success of virtual learning is premised on many factors, including the quality of virtual learning platforms (VLPs) and users' satisfaction. This study, therefore, examined the association between VLPs and pre-service teachers (PST) satisfaction in the post-COVID-19 era. The study adopted a quantitative design using multi-stage sampling to select 200 final-year students in education faculty. The analytical methods used were Pearson product-moment correlation and independent t-test using SPSS version 29 statistical software. The findings indicated a moderately positive link between the quality of virtual learning platforms and pre-service teachers’ satisfaction. However, satisfaction levels differed based on the gender of the participants. This study recommends a regular collection of feedback from the students to identify where there are hitches; higher institutions should consider creating a quality assurance department for monitoring and evaluation of the institutions' virtual learning; and training and retraining of students and instructors are essential for the update of knowledge as the new technologies continue to emerge. The uniqueness of this study is in the appraisal of pre-service teachers’ knowledge and satisfaction after the COVID-19 experience. There is no iota of doubt that pre-service teachers who are preparing to be engaged in different schools need to imbibe the culture of virtual learning. Therefore, further studies must be conducted on the best way to make virtual learning attractive
Pedagogical approach of grade 7 teachers in teaching the learning competency of integers
Full text linkThis research addresses the intricate challenges of teaching integers in middle school mathematics. Focusing on grade 7 teachers, the study explores strategies to enhance integers' teaching-learning competency, revealing nuanced approaches employed by three teachers. Through qualitative methods, specifically in-depth interviews, the research uses an exploratory approach to unravel the underlying strategies shaping the teaching of integers. Key findings underscore integers as a formidable learning competency for grade 7 students, particularly in operations like addition and subtraction. The most effective pedagogical approach, encapsulated in the 3Rs — Reaching, Representing, Recommending — involves drill exercises for foundational concepts, integrating manipulatives like algebra tiles and coloured tiles, and advocating for continuous manipulative use with persistent drill exercises and integrating technology. These identified themes emphasize the need for a uniform understanding among teachers during discussions to ensure a cohesive and effective teaching strategy. Recognizing these strategies is crucial for addressing the existing learning gap and advancing grade 7 students' competency in dealing with integers. The research contributes valuable insights to the academic discourse, offering effective pedagogical practices and fostering a more robust foundation for mathematical understanding at the middle school level