Information Technology Transforming Higher Education: A Meta-Analytic Review

Chauhan, Sumedha; Gupta, Parul; Palvia, Shailendra; Jaiswal, Mahadeo

doi:10.1080/15228053.2020.1846480

Cited by 15 publications

(8 citation statements)

References 122 publications

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“…Students' interest, enrolment, and performance in online classrooms rose as a result of engagement. According to research conducted by Chauhan et. al., (2021), live interactive online classrooms are more successful than presenting multimedia course content asynchronously.…”

Section: Level Of Awareness On Learning Delivery Modalities (Ldm)mentioning

confidence: 99%

Awareness on Learning Delivery Modalities (LDM) and Readiness of Pre-Service Teachers in Remote Teaching Internship (RTI)

Galang¹,

Torillos²,

Ruin³

et al. 2022

APJAET

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The widespread adoption of various education delivery modes during pandemic has created enormous change particularly, in terms of learning delivery modalities and teaching internship. This descriptive comparative and correlational study aimed to determine the level of awareness on learning delivery modalities (LDM) and readiness of pre-service teachers in remote teaching internship (RTI). The participants were 90 female and 28 male fourth year students from the Laguna State Polytechnic University-Los Baños Campus, Philippines’ College of Teacher Education (CTE). A validated research-based online questionnaire with Cronbach a ≥ 0.70 was utilized to gather the required data and information. Frequency counts and percentage were used to describe the pre-service teachers’ profile, while the level of awareness and readiness was determined by weighted mean. The significant differences were tested using t-test and F-test while Pearson Product-Moment Coefficient of Correlation with Kendal’s tau and Spearman rho were employed to test the significant relationship. The study found out that the pre-service teachers have moderate awareness of LDM with the calculated mean of 4.25 and found ready to conduct RTI with a mean of 4.16. The study failed to reject the hypotheses that there is no significant difference in the pre-service teachers’ level of awareness on LDM and readiness in RTI when grouped according to age, sex, and course. However, a P-value of 0.001 showed a significant relationship between their level of awareness on LDM and readiness in RTI, hence the hypothesis stating otherwise was rejected. Keywords: learning delivery modalities, remote teaching internship, awareness, readiness, pre-service teacher

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Section: Level Of Awareness On Learning Delivery Modalities (Ldm)mentioning

confidence: 99%

Awareness on Learning Delivery Modalities (LDM) and Readiness of Pre-Service Teachers in Remote Teaching Internship (RTI)

Galang¹,

Torillos²,

Ruin³

et al. 2022

APJAET

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“…Technology has been shown to significantly impact learning outcomes (Chauhan, Gupta, Palvia, & Jaiswal, 2020). Institutions must improve their technological abilities.…”

Section: Increase Technological Support Strategicallymentioning

confidence: 99%

Teaching and learning transformation in the time of the Coronavirus crisis

Dick

Akbulut

Matta

2020

Journal of Information Technology Case and Application Research

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“…In addition, due to the current global pandemic of Coronavirus, social distance has become a way to survive. Therefore, to maintain academic continuity, universities and colleges are channelizing their efforts and giving more attention to using mobile devices in support of distance learning (Chauhan et al , 2020; Pinto et al. , 2020).…”

Section: Introductionmentioning

confidence: 99%

Applying the time continuum model of motivation to explain how major factors affect mobile learning motivation: a comparison of SEM and fsQCA

Fan

Ndavi

Huang

et al. 2022

OIR

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PurposeStudying mobile learning – the use of electronic devices (i.e. cellphone and tablets) to engage in learning across multiple contexts via connection to peers, media, experts and the larger world is a relatively new academic enterprise. This study analyzes the influencing factors of mobile learning (M-learning) motivation based on the time continuum model of motivation (TCMM).Design/methodology/approachThe study uses structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA) to verify relationships between mobile learning motivation, attitude, need, stimulation, emotion, ability and reinforcement. Justification for the use of both methods lies in the complementarity relationships that existed between the variables and research methodologies. The sample contains 560 mobile learners' feedback.FindingsResults show that attitude, need, emotion, ability and reinforcement are important factors to enhance mobile learning motivation, while stimulation is not.Practical implicationsThis work highlights the importance of training for app designers on how to design an M-learning App with high learning motivation by paying prior attention to learning content, teaching team and online learning communities.Originality/valueThis study proposes three precise solutions (scholars, managers and practitioners) to improve learning motivation based on the categorization of mobile learners.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-04-2021-0226.

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Information Technology Transforming Higher Education: A Meta-Analytic Review

Cited by 15 publications

References 122 publications

Awareness on Learning Delivery Modalities (LDM) and Readiness of Pre-Service Teachers in Remote Teaching Internship (RTI)

Awareness on Learning Delivery Modalities (LDM) and Readiness of Pre-Service Teachers in Remote Teaching Internship (RTI)

Teaching and learning transformation in the time of the Coronavirus crisis

Applying the time continuum model of motivation to explain how major factors affect mobile learning motivation: a comparison of SEM and fsQCA

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