Blended Learning and the Use of ICT Technology Perceptions Among University of Jordan Students

Alameri, Jehad; Ismail, Haifa Bani; Akour, Amal; Fakhouri, Hussam N.

doi:10.1007/978-3-030-38501-9_27

Cited by 5 publications

(4 citation statements)

References 12 publications

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“…The problems with the availability and accessibility of the Moodle features can be categorized as external barriers and have been found in previous studies (Affouneh & Alshawish, 2022;Juliana et al, 2021). self-regulated learning, oral skills, and even overall academic achievements according to the previous studies (Alameri et al, 2020;Turner & Grundstein, 2022). Improvements on the feedback and attendance menus were also mentioned.…”

Section: Lecturers' Perception Of Moodle-based Lms In Speaking Classmentioning

confidence: 87%

Lecturersâ€™ Perception of Moodle-based LMS in Speaking Class

Biantoro,

Gusdian

2023

scr. j. j. linguist. engl. teach.

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Background: Many Indonesian universities use Moodle-based LMS as suggested by the Ministry of Education. The study aimed at examining English Speaking course lecturersâ€™ perception of Moodle-based LMS. Two important questions to dig out lecturersâ€™ perceptions included supporting features in Moodle LMS preferred by lecturers in Speaking courses and how they perceive Moodle as the main LMS for Speaking courses. Methodology: Qualitative descriptive was utilized. Three Speaking course lecturers of English Language Education Department were selected based on some criteria. Semi-structured interviews were used to collect the data. The interview questions covered benefits of Moodle-based LMS in speaking class, support of LMS in learning speaking and learning autonomy, and possible problems during the use of LMS. The data were then transcribed into textual forms and analyzed narratively. Findings: Several menus preferred by lecturers were assignment, page, and quiz. There were also less preferred menus on Moodle, including video conference, attendance, and writing-oriented activities (i.e., chat and forum) menus. It is also found that participants held both positive and negative views towards Moodle. Conclusion: Major findings of the study suggest that Moodle offered a number of menus that were considered beneficial for the participants in conducting their classes. Generally, they also held positive perceptions towards the LMS and suggest some room for improvement for the LMS. Originality: Little attention has been paid to Moodle-based LMS is carried out and the lecturersâ€™ perception on its implementation in the speaking classes. Thus, the current study is deemed necessary.

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Section: Lecturers' Perception Of Moodle-based Lms In Speaking Classmentioning

confidence: 87%

Lecturersâ€™ Perception of Moodle-based LMS in Speaking Class

Biantoro,

Gusdian

2023

scr. j. j. linguist. engl. teach.

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“…The studies presented in the introduction highlight the relevance of technological tools in promoting opportunities to develop self-regulatory competencies, develop self-study abilities and improve and encourage the development of student´s abilities, namely with regards to university students, which have been the preferred target of ICT research (Alameri et al, 2020;Núñez et al, 2011). Therefore, as a contribution to the literature, the present study proposed to focus on younger students and their perceptions of how they self-regulate learning while working with the Moodle platform in a middle school context.…”

Section: Discussionmentioning

confidence: 99%

Perceiving learning regulation with Moodle: Implications for guidance

Oliveira¹,

Simão²,

Ferreira³

et al. 2022

REOP

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El presente estudio tuvo como objetivo comprender cómo los estudiantes de secundaria informan sobre cómo se autorregulan el aprendizaje al usar la plataforma del Entorno de aprendizaje dinámico orientado a objetos modulares (Moodle). Para lograr este objetivo, una muestra de estudiantes de secundaria (N=438) respondió al Aprendizaje Autorregulado con Inventario Moodle (SRL-MI). El análisis factorial exploratorio (219 participantes) y el análisis factorial confirmatorio (219 participantes) revelaron buenos índices de ajuste para el instrumento utilizado. En general, los resultados mostraron que los estudiantes reflexionaron e informaron cómo autorregularon su aprendizaje al usar la plataforma Moodle. Los resultados también demostraron cómo los estudiantes de secundaria se consideraban a sí mismos como aprendices. A través de la teoría de respuesta al ítem, los resultados mostraron que los estudiantes sobreestimaron la forma en que autorregularon su aprendizaje en diferentes fases (previsión: α = 0,93, rendimiento: α = 0,88 y autorreflexión: α = 0,92). Esto revela la dificultad que tienen los estudiantes de este grupo de edad y la inexactitud con la que informan cómo autorregulan su aprendizaje al usar la plataforma Moodle. Específicamente, los estudiantes revelaron cierta dificultad para informar los procesos de planificación estratégica, los procesos de regulación de la atención y sus procesos de autorreacción. Los estudiantes demostraron menos dificultad para informar creencias de autoeficacia sobre lo que pudieron aprender, monitorear estrategias y las razones del éxito. Se discuten las implicaciones para la práctica orientadora con respecto a la promoción de la autorreflexión de los estudiantes y las sugerencias para futuras investigaciones.

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“…Challenges in Online Learning. The COVID-19 pandemic created "a paradigm shift in how educators deliver high-quality education-through a variety of online platforms" (Pokhrel and Chhetri, 2021;Yeh and Tsai, 2022;Alameri et al, 2020;Abidah et al, 2020). Women school leaders, particularly those in resource-constrained areas or disadvantaged communities, face challenges related to access to technology and resources necessary for effective online teaching and learning.…”

Section: Review Of Literaturementioning

confidence: 99%

Culturally-relevant Educational Leadership during Times of Uncertainty: Perspectives of Women Leaders in Southern Philippines

Cimene

2023

Preprint

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The role of educational leadership is crucial in times of uncertainty, particularly in the southern Philippines, where several conflicts and issues have disrupted the education system. The new coronavirus that emerged in late 2019 makes this more difficult (COVID-19). These unprecedented times have resulted in significant social and economic disruption, and educational institutions have been compelled to adopt alternative teaching and learning approaches. This study employed a qualitative research design with the key informant interview as the mode of data collection. There were 30 key informants (KIs) who consented to the interview and agreed to have their conversations recorded. The KIs were selected using the purposive sampling technique, specifically the criterion sampling procedure. Their distinctive viewpoints, experiences, or other qualities that are pertinent to the research questions serve as the bases for selection. This technique allows the researcher to target a specific group of individuals who can provide valuable insights into the research topic. The criteria include the following: they were designated as school heads for at least three years; they have at least a master’s degree; they have at least one school leadership award; and they were assigned in any of the provinces or cities in northern Mindanao. The results revealed that women school leaders have emerged as key players, and their perspectives on culturally relevant educational leadership during times of uncertainty can shed light on effective approaches to managing challenges and promoting progress in the field of education. In this study, women school leaders in the southern Philippines have emphasized the importance of specific approaches in creating inclusive learning environments that provide a chance for learners in geographically disadvantaged areas to continue their studies. This involves engaging with local communities and understanding their values, goals, and aspirations.

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Blended Learning and the Use of ICT Technology Perceptions Among University of Jordan Students

Cited by 5 publications

References 12 publications

Lecturersâ€™ Perception of Moodle-based LMS in Speaking Class

Lecturersâ€™ Perception of Moodle-based LMS in Speaking Class

Perceiving learning regulation with Moodle: Implications for guidance

Culturally-relevant Educational Leadership during Times of Uncertainty: Perspectives of Women Leaders in Southern Philippines

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