scholarly journals Digital Divide for Teacher During Pandemic Covid-19

2021 ◽  
Vol 4 (2) ◽  
pp. 213-224
Author(s):  
Qomaruzzaman Azam Zami ◽  
Bagong Suyanto
Keyword(s):  
Digital Technology ◽  
Social Life ◽  
Diffusion Theory ◽  
Adoption Process ◽  
High Position ◽  
Face To Face ◽  
Qualitative Approaches ◽  
Information And Communication ◽  
E Learning ◽  
Digital Gap

The phenomenon of the emergence of corona viruses disease ( covid19 ) in today's world affects change in social life especially from face-to-face models to online learning models. This has led to the emergence of disparities in access to the ability for teachers e-learning Blitar district .The digital gap by Van Dijk suggested that access is high in the communication and information technology categories held by individual persons and a high position. Those with higher education more have access to the internet than those with low. The second is the adoption diffusion theory By Everret M .Rogers were explained the adoption process of technology, information, and communication and discuss how innovation is adopted by the community. This study adopted qualitative approaches through in-depth interviews with five teachers chosen by purposive sampling methods. The results are the differences in resources experienced by teachers have an impact on the duration of access (often using built-in applications but never used for learning), mental, and social (teachers become passive). The most dominant differences in access are differences in motivation (teachers do not have a strong motivation to access), materials (teachers do not have sufficient income to access digital technology every day), skills and usage (teachers are not intense in using digital technology, they do not use current learning applications).

E-Learning for ICT Group Work in a Blended Learning Environment

2011 ◽  
Vol 1 (2) ◽  
pp. 50-60
Author(s):  
Lisa Soon ◽  
Campbell Fraser
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Group Work ◽  
Learning Tools ◽  
Education Students ◽  
Face To Face ◽  
Study Approach ◽  
Assessment Tasks ◽  
Information And Communication ◽  
E Learning

How does e-learning support group work in university information and communication technology (ICT) education within a blended learning environment? While face-to-face interaction was possible for on-campus student group work, distance education students could only perform their group work online. This research adopted a qualitative case study approach. It explored the e-learning use by students in a core subject ‘Software Development’ in a Bachelor of ICT program with three group work assessments. The findings indicate that, while technology could effectively help students to collaborate in their group work and assessment tasks, some technological features in the learning management system are highly subject to constant enhancement, due to the nature of the subject requirements and the need to facilitate frequent technology-mediated interactions in some situations. A model of group work collaboration is developed to explain the need for a new design and development of features in e-learning tools.

Social Networks and Blogs as Educational Communicative Resources During a Pandemic

2022 ◽  
pp. 153-163
Author(s):  
Rosabel Martínez-Roig ◽  
Juan-Francisco Álvarez-Herrero ◽  
Mayra Urrea-Solano
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Informal Education ◽  
Large Scale ◽  
Communication Technologies ◽  
Face To Face ◽  
Educational Environments ◽  
Information And Communication

This work aims at researching the use of social networks and blogs as resources of information and communication technologies (ICTs) in non-face-to-face educational environments, which, in this case, education centers have had to reshape on a large scale due to the pandemic. With this aim in mind, an analysis is performed about the most important aspects which make social networks and blogs into important educational resources in the classroom, which enable us to propose collective and individual activities based on digital technology. Such activities make it possible for us to undertake experiences referred to formal, non-formal, and even informal education, which have the potential to enrich the current non-face-to-face context thanks to their diversity. The conclusion is that these resources can serve as effective communicative tools to generate true learning communities within an online environment.

scholarly journals A Learning Module for BA Students to Develop ICT Skills for their Learning Activities | Un module de formation visant le développement des compétences TICE chez les étudiants en baccalauréat

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Hervé Platteaux ◽  
Sergio Hoein
Keyword(s):  
Learning Context ◽  
Ict Skills ◽  
Face To Face ◽  
Learning Module ◽  
Online Tutorials ◽  
Information And Communication ◽  
E Learning ◽  
Under Construction ◽  
The University

This case illustrates the process of developing a learning module to support BA students in their use of ICT (Information and Communication Technology) tools in their learning. At the university where this case occurred, the skill level of ICT use among students in a learning context was very heterogeneous. The E-learning Competency Centre, or ECC, which was in charge of techno-pedagogical development at the institution, created a hybrid learning module that offered students learning materials and activities with both face-to-face workshops and online tutorials for autonomous learning. The students were able to choose subjects they wanted to learn "à la carte" by taking tutorials on their own and/or by participating in face-to-face workshops. The module described in this case is currently under construction. The design phase of this project is the focus of this case study.

scholarly journals Using the Lingua Latina e-learning course in organizing students' independent work

2021 ◽  
Author(s):  
Т.И. Полищук ◽  
С.Г. Лесик
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Face To Face ◽  
Latin Language ◽  
Information And Communication ◽  
E Learning ◽  
Level Of Motivation ◽  
Independent Work ◽  
To Receive

В статье рассматривается дидактический потенциал электронного учебного курса Lingua Latina как образовательного ресурса для организации самостоятельной работы по латинскому языку. Научная новизна исследования заключается в разработке электронного учебного курса по латинскому языку на платформе Moodle с целью интенсификации учебного процесса. При решении задач исследования были поведены анкетирование студентов 1 курса с целью выявления уровня мотивации к самостоятельной работе с использованиеминформационно-коммуникационных технологий и тестирование остаточных знаний по изучаемой дисциплине. В анкете студенты обосновали выбор смешанной модели обучения: они предпочитают получать теоретические знания в онлайн-режиме, а отрабатывать навыки при непосредственном контакте с преподавателем. Результаты исследования показали, у 75,7% студентов, выполняющих задания для самостоятельной (внеаудиторной) работы в электронной информационно-образовательной среде (ЭИОС) в сочетании с очными консультациями преподавателя, сформированны общепрофессиональные компетенции. The article examines the didactic potential of the Lingua Latina e-learning course as an educational resource for organizing independent work on the Latin language. The scientific novelty of the research lies in the development of an electronic training course in Latin on the Moodle platform in order to intensify the educational process. When solving the research tasks, a survey of 1st-year students was conducted in order to identify the level of motivation for independent work using information and communication technologies and testing of residual knowledge in the discipline under study. In the questionnaire, students justified the choice of a mixed learning model: they prefer to receive theoretical knowledge online, and to practice skills in direct contact with the teacher. The results of the study showed that 75.7% of students who perform tasks for independent (extracurricular) work in an electronic information and educational environment (EIOS) in combination with face-to-face consultations.

scholarly journals Analyze the Usage of Social Media and Its Effects on Tertiary Level Students Social Life

2020 ◽  
Vol 3 (2) ◽  
pp. 140-151
Author(s):  
Sajjat Hossain ◽  
Nazrul Islam ◽  
Tabiur Rahman Prodhan
Keyword(s):  
Social Media ◽  
Social Life ◽  
Survey Methods ◽  
Simple Random Sampling ◽  
Tertiary Level ◽  
Future Studies ◽  
Face To Face ◽  
Qualitative Approaches ◽  
High Effect ◽  
The Impact

Social media (SM) are the fundamental component of the tertiary-level students’ daily life, but it’s a major concern that the usage of social media has various effects on the students’ social life. The goal of the research was to examine the usage of SM and its effects on the students’ social life at the tertiary level. The hypothesis of this study was to identify the association between the daily checking frequencies of SM and the effects of SM on tertiary level students’ social, academic and personal life. To meet the study purpose, researchers employed quantitative survey methods and conducted a questionnaire-based face to face survey among 126 (67 male and 59 female) respondents, selected by the techniques of simple random sampling, the ages of the respondents were between 18 to 26 and studied at two tertiary level institutes in Rangpur city, the northern part of Bangladesh, which was selected purposively. From the participants, 94.44% had an account on SM. The popular SM was Facebook (90.48%). Most of the respondents’ were (80.95%) used SM for entertainment. 62.7% of the students spent 1 to 4 hours in a day for SM usage. The using time is continuously increased among 77.78% of respondents while they start using SM. For measuring the SM Usage Effects (SMUE), researchers use 5 points Likert scale and use 10 statements where they found that seven (SMUE2, SMUE4, SMUE6, SMUE7, SMUE8, SMUE9, and SMUE10) have high effect, two (SMUE3 and SMUE5) have moderate effect, and only one (SMUE1) item has a low effect among the students. Researchers investigate the association with the participants’ daily check SM and SMUE items, and 5 Pattern of SM Using (PSMU) items, all of the items were positive correlation and significant at p<0.001 level. Future studies should consider both quantitative and qualitative approaches to measure the impact of tertiary level students’ social life and also to investigate the extent of addiction of SM users.

scholarly journals Establishing the IT Student’s Perspective to e-Learning: Preliminary Findings from a Queensland University of Technology Case

10.28945/2871 ◽  
2005 ◽  
Author(s):  
Helen Partridge ◽  
Sylvia Edwards
Keyword(s):  
Information Technology ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
Traditional Teaching ◽  
Face To Face ◽  
University Of Technology ◽  
Information And Communication ◽  
E Learning ◽  
Teaching Curriculum

The Queensland University of Technology (QUT) is committed to providing outstanding learning environments and programs that lead to excellent outcomes for students. This paper will discuss how the Faculty of Information Technology is helping to meet this commitment by using information and communication technology to transform teaching and learning in ways in which engage and challenge students. The paper will provide a case study explore how e-learning is being implemented within the Bachelor of Information Technology. The paper will discuss the practical implications of incorporating e-learning into the teaching curriculum and how it impacts on the teaching and learning process. Student attitudes and expectations towards e-learning will be explored. The paper concludes that e-learning should be a part of a ‘whole of learning’ approach in which technology is not just an add on to traditional teaching, nor is it the central focus of teaching, but rather, it is one of many tools that is integrated into the curriculum to foster learning. The current project suggests that students appreciate and prefer a mix of e-learning and face-to-face classes and that e-learning is most successful when a holistic approach to teaching and learning is taken.

scholarly journals Readiness of Students for Multi-Modal Emergency Remote Teaching at A Selected South African Higher Education Institution

2021 ◽  
Vol 10 (6) ◽  
pp. 135
Author(s):  
Obert Matarirano ◽  
Abor Yeboah ◽  
Onke Gqokonqana
Keyword(s):  
Higher Education ◽  
South African ◽  
Information And Communication Technologies ◽  
Education Institution ◽  
Communication Technologies ◽  
Technology Readiness ◽  
Face To Face ◽  
Information And Communication ◽  
E Learning ◽  
South African Higher Education

The closures of Higher Education Institutions (HEIs) due to the Covid-19 pandemic meant that face to face classes had to be put on hold. However, the growth in information and communication technologies (ICT) made it possible for HEIs to continue with their core activities remotely, primarily using learning management systems (LMSs). The overuse of LMS at the selected HEI resulted in the former’s collapse. The consequence was that management of the institution advised lecturers to use multi-modal emergency remote teaching (ERT) to save the academic year. Lecturers adopted a variety of platforms and approaches, largely depending on their preferences. This study identified the ICT platforms and approaches used by lecturers during remote teaching as well as estimating the readiness of students for emergency remote learning. Readiness was established with the use of the Technology Readiness Index 2.0 (TRI2.0) of the Technology Readiness Model. In addition, the effects of age, gender and level of study on technology readiness were estimated. A self-administered questionnaire was shared with senior students within the accounting department of the selected HEI. Descriptive and inferential statistics were used to analyse the data collected from 243 respondents. The study found that Microsoft teams was the commonly used platform whilst pre-recorded lectures and live classes were the popular approaches used. In terms of technology readiness, the study found that students were not ready as indicated by a low TRI 2.0 of 2.8. Age and study level had a positive effect on technology readiness. To provide the best possible learning experiences to students, lecturers need to understand what worked, what did not and why. The results of this study provide invaluable information and lay a foundation for successful future e-learning projects.

Mobility of ICT Services in Namibian Institutions: A Literature Review

2020 ◽  
pp. 18-21
Author(s):  
Nikodemus Angula ◽  
Keyword(s):  
Teaching And Learning ◽  
Portable Devices ◽  
End User ◽  
Face To Face ◽  
Information And Communication ◽  
E Learning ◽  
Participative Methods ◽  
On Line ◽  
World Information

In today's world information and communication technology (ICT) play a crucial role and at the same time, it affects our lives every day. In the current digital age, many organisations across the globe make use of ICT as a tool to facilities teaching and learning (Bosamia, 2018). These technologies have been used to enable end-user to access content materials offered online such as portable devices such smartphone, laptops and so on which operate for information, speed, and communication anywhere and anytime without physically visiting the location where the service is offered. With the use of ICT, e-commerce comes into play which enables end-user to send an email, market shopping to on-line shopping, classroom learning to e-learning where class are conducted over the internet. In the Namibian education systems environment high institutions of learning use traditional methods of teaching which is concerned with the teacher/ lecturer being the controller of the learning environment. Hence, power and responsibility are held by the teacher/lecturer and they play the role of instructor (in the form of lecturers) and decision maker (in regards to curriculum content and specific outcomes through different types of teaching methods such as Teacher-centred methods, learner-centered methods, content-focused methods and interactive/ participative methods which is done using face-to-face mode of teaching and learning without embedding fully ICT infrastructures that support teaching and learning to take place.

scholarly journals A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown

2021 ◽  
Vol 13 (6) ◽  
pp. 3317
Author(s):  
Carlos Peñarrubia-Lozano ◽  
Manuel Segura-Berges ◽  
Manuel Lizalde-Gil ◽  
Juan Carlos Bustamante
Keyword(s):  
Information And Communication Technologies ◽  
Ad Hoc ◽  
Communication Technologies ◽  
Traditional Teaching ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Management Board ◽  
Semistructured Interviews ◽  
Information And Communication ◽  
E Learning

The existing literature evidences the potential of the e-learning methodology, although some call it into question. Our study aimed to analyse the real scope of applying this methodology type to a lockdown situation like that caused by COVID-19. It could provide the scientific and educational community with useful novel information on e-learning and its real adequacy for schools in pre-university educational stages. This qualitative study was designed using questionnaires with open-ended questions for students and semistructured interviews for teachers, management board members, and families of students of Primary and Secondary Education. The scripts of data collection tools were made ad hoc. The thematic analysis was carried out in accordance with the study dimensions by relating the access and use of technological resources in classrooms, implementing the e-learning methodology during face-to-face teaching, and finally knowing the effects of its application during remote teaching in the lockdown situation. The results clearly show a need to adapt and adjust the implementation of this methodology by considering not only its specificities, but also a combination of e-learning and traditional teaching methodologies can help to introduce information and communication technologies (ICT) into classrooms. To conclude, including such a methodology in the educational context can be argued for, provided that specific training is received to allow the potential of both online and traditional teaching to be leveraged.

scholarly journals Implementation of Institution's E-Learning Platform in Teaching Online at ITB AAS Indonesia

2021 ◽  
Vol 4 (3) ◽  
pp. 493-503
Author(s):  
Tira Nur Fitria
Keyword(s):  
Video Conference ◽  
Study Program ◽  
Online Application ◽  
Teaching Online ◽  
Face To Face ◽  
Learning Platform ◽  
User Data ◽  
Information And Communication ◽  
E Learning ◽  
Academic Year

E-learning is one of impact of the development of information and communication technology (ICT) technology applied in education using the accessible website. The purpose of this research is to know the implementation of the Institution’s E-Learning Platform and to know the strengths and weaknesses of the implementation of the Institution’s E-Learning Platform of ITB AAS Indonesia. This research applies descriptive qualitative research. The result of the study shows that ITB AAS Indonesia began implementing e-learning to support face-to-face classrooms in the academic year 2020/2021. E-learning’s platform was made based on Learning Management System (LMS) that can be accessed at the website https://elearning.itbaas.ac.id/ Based on the implementation of the e-learning, there are several menus found such as “Home, Message, Teaching Schedule, Material, Task, My Comment, Lecturer’s Filter, Student’s Filter, Video Conference, and Logout”. But, during the observation of the implementation of the e-learning platform, there are several strengths and weaknesses. In strengths are 1) Multi Users, 2) Online Application. 3) Several menus available. In the weaknesses, 1. This application contains a lot of data, 2. This application’s design will only look good when opened by using a laptop or a computer, 3. In making the material, it can only be shared into the Study Program category- Semester, and it cannot be shared with each class. 4. There may be the possibility of sending the material incorrectly. 5. This application does not have the facilities for importing and exporting user data. 6. In making multiple-choice question assignments, there is still a manual import feature, 7. E-learning does not have a Video Conference feature, 8. In printing grades into a file pdf, an additional application is required. 9. E-learning cannot record learning and participants in a video. 10. This application does not have an installer version on the android/smartphone.

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