scholarly journals Learning Technologies among Academics in the United Arab Emirates: One Academic Year since COVID-19

2022 ◽  
Vol 12 (2) ◽  
pp. 141-149
Author(s):  
Nada Shahin ◽  
◽  
Haneen Al Arfaj
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
United Arab Emirates ◽  
Online Survey ◽  
Diffusion Theory ◽  
Learning Technologies ◽  
Hybrid Technique ◽  
Actual Usage ◽  
The Individual ◽  
Academic Year

This research aims to investigate the adoption of learning technologies among academics in higher education institutes within the United Arab Emirates (UAE) after completing one academic year teaching through a hybrid technique due to the Coronavirus (COVID-19) pandemic. The researchers propose a validated framework that integrates the Technology Acceptance Model (TAM), Social Cognition Theory (SCT), and Innovation Diffusion Theory (IDT). The research was conducted using the quantitative method, where 170 academics from 22 higher education institutes in the UAE completed an online survey. The researchers found that the adoption of learning technologies depends on the individual academics and the higher education institutes; therefore, the researchers suggest building a more effective strategy to accelerate adoption. Additionally, the researchers also found that the academics’ perceptions of the usefulness of learning technologies do not affect their behavior while utilizing them, and that the behavioral intention does not affect the actual usage of the learning technologies.

scholarly journals Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

2021 ◽  
Vol 15 (15) ◽  
pp. 20
Author(s):  
Elena Dolzhich ◽  
Svetlana Dmitrichenkova ◽  
Mona Kamal Ibrahim
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Online Survey ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Learning Technology

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data.  The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

scholarly journals Analysis determinants of social media acceptance in higher educational institutes of Pakistan

2018 ◽  
Vol 7 (2.5) ◽  
pp. 32
Author(s):  
Ali Raza ◽  
Shah Murad Chandio ◽  
Najma Imtaiz Ali ◽  
Zulfiqar Solangi ◽  
Asadullah Shah ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Technology Acceptance ◽  
Social Networking Sites ◽  
Developing Economies ◽  
Diffusion Theory ◽  
Higher Education Institutions ◽  
Academic Learning ◽  
Extended Model ◽  
Innovation Diffusion Theory

Seen through the lens of the educational sector, social media grew to become a vital source of academic learning. The learning through social media occurs mainly through the collaborative approach to information sharing, where the web-based social networking sites provide the optimal platform for knowledge enhancing among colleagues, co-workers, and others. Developed economies have already recognized the significant value of learning through social media. However, developing economies such as Pakistan did not yet interpret future implications and real benefits of social media aided learning. This research focuses on determining significant factors through an integrated framework that features broadly recognized technology models such as Technology acceptance model (TAM) and Innovation diffusion theory (IDT). The subjects of the framework testing were students in higher education institutions that use social media, and the sample size was 350 students. Data analysis results, reached via SPSS software, were substantially in favour of extended model. Results reached through this study, in terms of factors with a significant influence on social media acceptance rate in Pakistani higher education institutions, are particularly crucial for students in the field of education, located in developing countries. This should assist the increasing acceptance and use of technological solutions, benefiting both faculty and students.

Motivational intermediaries of self-regulation among university students

2017 ◽  
Vol 9 (3) ◽  
pp. 448-464 ◽  
Author(s):  
Douglas Russell ◽  
Racquel Warner
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Time Perspective ◽  
Middle Eastern ◽  
Self Regulation ◽  
Future Time Perspective ◽  
Content Type

Purpose The concept of self-regulated learning (SRL) has become increasingly important in higher educational institutes seeking to provide students with a holistic education. It is important for students entering, and faculty within higher education, to understand whether future time perspective (FTP) or self-efficacy is more predictive of self-regulation. The paper aims to discuss these issues. Design/methodology/approach Through the use convenience sampling, data were collected via an online survey from 130 undergraduate students attending universities in the United Arab Emirates (UAE). Data were analysed using regression analysis and inferential measures identifying themes in participants study habits in order to examine whether it is FTP or self-efficacy that more strongly predicts SRL behaviours. Findings Results suggest that self-efficacy is a much stronger predictor of SRL in undergraduate students than goal setting, as measured by FTP. Student’s most deficient SRL behaviours related to reading and comprehension of texts prescribed across modules. Research limitations/implications Due to the fact that only an adjusted 33 per cent of self-regulation was predicted by the two variables under consideration, researchers are encouraged to identify further variables that may predict students SRL. Practical implications This paper seeks to support both students and faculty in how to draw on SRL in order to optimize students’ success in higher education. Originality/value The current research supports the identification of learning behaviours specific to branch campuses in a Middle-Eastern context.

scholarly journals CLIL Integration Issues and Distance Learning Technologies

2021 ◽  
Vol 14 (9) ◽  
pp. 1322-1330
Author(s):  
Bakhytgul A. Zhetpisbayeva ◽  
◽  
Dmitry V. Dyakov ◽  
Saule A. Shunkeyeva ◽  
Meirzhan Syzdykov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Survey ◽  
Learning Technologies ◽  
Virtual Learning Environment ◽  
School Teachers ◽  
University Professors ◽  
Distance Learning Technologies ◽  
The Republic ◽  
Tactical Decisions

This article proposes an expert vision of the problems of applying CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of scientific research devoted to the subject analysis of the integration of CLIL learning and distance learning technologies and related problems. Diagnostics of the existing problems was carried out through an online survey of school teachers and university professors who have experience in using CLIL technology in distance learning. For example, the results of the survey have made it possible to identify an expert opinion on the compatibility of the two teaching technologies, to formulate the main problems and differentiate them in terms of school and university practice. Moreover, the analysis has established relationship problems identified with the history of the modernization of secondary and higher education, and pandemic circumstances of 2020. This also explains different level of CLIL preparedness of school teachers and university professors for the independent development of electronic content, the search for a finished educational product, and the use of educational platforms. In this context, the need for CLIL modern teachers’ training programs and effective mechanisms for their academic support is indicated. Based on the survey results, it was concluded that CLIL distance learning is viable in school and university practice. The integration of the two technologies creates an effective tool to promote the empowerment of CLIL, the development of a virtual learning environment, andemergence of a distance format of students’academic mobility. These results can be significant as a basis for making tactical decisions on the development of the resource and methodological base of CLIL distance learning in the system of secondary and higher education

scholarly journals Adoption of e-technology in the context of training in sustainability programs, cultural characteristics and European experience

2021 ◽  
Vol 284 ◽  
pp. 04003
Author(s):  
Mikhail Leontev
Keyword(s):  
Sustainable Development ◽  
Distance Learning ◽  
Technology Acceptance ◽  
Learning Technologies ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Cultural Dimensions ◽  
Development Programs ◽  
Individual Level ◽  
The Individual

This study examines the influence of culture at the individual level on the adoption and use of electronic distance learning technologies by students of a technical university when teaching in sustainable development programs. Four cultural dimensions were investigated: individualism / collectivism, masculinity / femininity, power distance and uncertainty avoidance at the individual level. We also used the Technology acceptance model (TAM), which includes additional constructs. The results of the study demonstrated that perceived usefulness, perceived ease of use, social norms, quality of work life, individualism, masculinity were important determinants of students' behavioral intentions to adopt e-learning technologies when teaching in sustainable development programs. The results obtained are considered both from a theoretical and a practical point of view, recommendations for improving electronic distance learning are proposed.

scholarly journals Why don't all maths teachers use dynamic geometry software in their classrooms?

2011 ◽  
Vol 27 (1) ◽  
Author(s):  
Gerrit Stols ◽  
Jeanne Kriek
Keyword(s):  
Regression Analysis ◽  
Technology Acceptance ◽  
Diffusion Theory ◽  
Dynamic Geometry ◽  
Perceived Usefulness ◽  
Dynamic Geometry Software ◽  
Actual Usage ◽  
Dynamic Mathematics ◽  
Correlation Statistics ◽  
Mathematics Software

<span>In this exploratory study, we sought to examine the influence of mathematics teachers' beliefs on their intended and actual usage of dynamic mathematics software in their classrooms. The theory of planned behaviour (TPB), the technology acceptance model (TAM) and the innovation diffusion theory (IDT) were used to examine the influence of teachers' attitudes, subjective norms and perceived behavioural control on their intention to use dynamic mathematics software in their classrooms. The study adopted the co-relational research design, with both correlation statistics and regression analysis used to analyse the data. By using stepwise regression analysis, it was possible to identify the most important belief predictors and their weights for the different constructs. The results were verified by the use of partial least squares. This study found that beliefs about the perceived usefulness and beliefs about their level of technological proficiency are the most important predictors of teachers' intended and actual usage of the software. In this preliminary study the suggested simplified model sufficiently explains 15 (83.3%) of the 18 teachers adaption and use of dynamic mathematics software in their classrooms.</span>

Study and Non-Study Related Technologies use of Flemish Students in Higher Education

2013 ◽  
pp. 84-104
Author(s):  
Steven Bruneel ◽  
Jan Elen ◽  
Kurt De Wit ◽  
Jef C. Verhoeven
Keyword(s):  
Mobile Phones ◽  
Social Networking Sites ◽  
Online Survey ◽  
Learning Technologies ◽  
Exploratory Research ◽  
Survey Results ◽  
The Subject ◽  
The Relationship ◽  
Academic Year

“Living technologies”, such as social networking sites and mobile phones are, nowadays, the subject of educational research. In this chapter we attempt to shed light on the relationship between the reasons for the use of living technologies and learning technologies from students’ perspectives. In this exploratory research project, 15 students were interviewed several times throughout the academic year and 143 students, from various bachelor programs at a Flemish university (Flanders/Belgium) completed an online survey. Results demonstrate that these students make a clear distinction with regard to the frequency and reasons for use of living technologies and learning technologies, with these students rarely use living technologies (for instance, Facebook or mobile phones) for educational purposes. Results are explained in terms of privacy and the reluctance to use particular applications for several non-educational reasons. We end with some possible suggestions for follow-up research.

scholarly journals An Empirical Study of Factors Driving the Adoption of Mobile Learning in Omani Higher Education

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Mohamed Sarrab ◽  
Ibtisam Al Shibli ◽  
Nabeela Badursha
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Mobile Learning ◽  
Learning Technologies ◽  
Ease Of Use ◽  
Driving Factors ◽  
Just In Time ◽  
Short Supply ◽  
Acceptance Model

<p class="2">Mobile learning (M-learning) provides a new learning channel in which learners can access content and just in time information as required irrespective of the time and location. Even though M-learning is fast evolving in many regions of the world, research addressing the driving factors of M-learning adoption is in short supply. This article focuses on the driving factors in adoption of M-learning and the learner’s perceptions and willingness towards M-learning adoption. Technology Acceptance Model (TAM) has been shown to be a valid and powerful model in mobile and other learning technologies research. Based on Technology Acceptance Model theory, this paper analyzes the influencing factors on M-learning adoption and measure the acceptance of M-learning in Oman. The data collected from 806 participants in 17 different Omani higher education institutions using a survey questionnaire. Some factors of perceived innovative characteristics, such as ease of use, usefulness, enjoyment, suitability, social, and economic were found to have more influence on learners’ adoption of M-learning which help to facilitate and promote future empirical research. This effort is part of funded research project that investigate the development, adoption, and dissemination of M-learning in Oman.</p>

scholarly journals Students’ Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland

2020 ◽  
Vol 17 (18) ◽  
pp. 6468 ◽  
Author(s):  
Mariia Rizun ◽  
Artur Strzelecki
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Technology Acceptance ◽  
Self Efficacy ◽  
Online Survey ◽  
Computer Anxiety ◽  
Least Squares Method ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Equation Modeling

This paper is dedicated to the higher education institutions shifting towards distance learning processes due to the global pandemic situation caused by COVID-19 in 2020. The paper covers the pandemic situation in Poland generally, analyzing governmental ordinances and tracking the gradual extension of restrictions for educational institutions. The purpose of this study is to investigate the influence of Experience, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ acceptance of shifting education to distance learning. The study tested and used the adapted General Extended Technology Acceptance Model for E-Learning (GETAMEL) in the context of coronavirus pandemic. The partial least squares method of structural equation modeling was employed to test the proposed research model. The study utilizes an online survey to obtain data from 1692 Polish undergraduate and graduate students in both full- and part-time study. The dataset was analyzed using SmartPLS 3 software. Results showed that the best predictor of student’s acceptance of shifting education to distance learning is Enjoyment, followed by Self-Efficacy. Both Perceived Ease of Use and Perceived Usefulness predict student’s Attitude Towards Using and Intention to Use the distance learning. The findings improve understanding regarding the acceptance of distance learning and this work is therefore of particular interest to teachers and practitioners of education.

scholarly journals Understanding the Quality Determinants that Influence the Intention to Use the Mobile Learning Platforms: A Practical Study

2019 ◽  
Vol 13 (11) ◽  
pp. 157 ◽  
Author(s):  
Muhammad Turki Alshurideh ◽  
Said Abdelrahim Salloum ◽  
Barween Al Kurdi ◽  
Azza Abdel Monem ◽  
Khaled Shaalan
Keyword(s):  
Technology Acceptance ◽  
United Arab Emirates ◽  
Mobile Learning ◽  
Structural Equation ◽  
Online Survey ◽  
Structural Model ◽  
Learning Experience ◽  
Internet Technology ◽  
Equation Modeling ◽  
Learning Platform

<p class="0abstract">There is a widespread use of Internet technology in the present times, because of which universities are making investments in Mobile learning to augment their position in the face of extensive competition and also to enhance their students’ learning experience and efficiency. Nonetheless, Mobile Learning Platform are only going to be successful when students show acceptance and adoption of this technology. Our literature review indicates that very few studies have been carried out to show how university students accept and employ Mobile Learning Platform. In addition, it is asserted that behavioral models of technology acceptance are not equally applied in different cultures. The purpose of this study is to develop an extension of Technology Acceptance Model (TAM) by including four more constructs: namely, content quality, service quality, information quality and quality of the system. This is proposed to make it more relevant for the developing countries, like the United Arab Emirates (UAE). An online survey was carried out to obtain the data. A total of 221 students from the UAE took part in this survey. Structural equation modeling was used to determine and test the measurement and structural model. Data analysis was carried out, which showed that ten out of a total of 12 hypotheses are supported. This shows that there is support for the applicability of the extended TAM in the UAE. These outcomes suggest that Mobile Learning Platform should be considered by the policymakers and education developers as being not only a technological solution but also as being new e-learning platform especially for distance learning students.</p>

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