Millennials’ technology readiness and self-efficacy in online classes

Warden, Clyde A.; Wang, Yi-Shun; Stanworth, James O.; Chen, Judy F.

doi:10.1080/14703297.2020.1798269

Cited by 46 publications

(43 citation statements)

References 26 publications

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“…Online readiness also mediated the association between the cognitive presence and student's satisfaction with the e-learning experience as to critically process and derive the meaning of the overall learning material; it is important for students to have thorough knowledge and information about how to access different apps and systems involved and how to follow instructions (Warden et al, 2020). Finally, online readiness was found to be playing a mediating role for social presence to increase student's satisfaction with the e-learning experience as it has been found in the literature that more time spent on social networks increases ease of use and online readiness (Küsel et al, 2020).…”

Section: Findings Of the Studymentioning

confidence: 99%

“…Besides health, the education sector is the most affected sector, as schools, colleges, and universities had to shift to an online learning system (Caskurlu et al, 2020;Fong et al, 2020). Therefore, online learning turned out to be an effective way of continuing the overall learning process between teachers and students (Warden et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The Satisfaction of the Special Need’ Students with E-Learning Experience During COVID-19 Pandemic: A Case of Educational Institutions in Indonesia

Amka

Dalle

2021

CONT ED TECHNOLOGY

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COVID-19 had a disastrous impact on the education sector resulting in a boom of online learning systems. This shift has severely impacted the underprivileged students with special needs due to the sudden implementation of prolonged distance learning. Thus, it creates an immense need to analyze distance learning media's effectiveness during the COVID-19 pandemic for students with special needs. The Elearning readiness and satisfaction of special needs students are scarcely investigated areas in education and e-learning literature. Established on the community of inquiry (COI) model, this study aims to determine the factors that underpin students' satisfaction with their e-learning experience through the mediated mechanism of students online learning readiness. Surveying 178 special needs students from various Indonesian universities revealed that teaching presence, cognitive and social presence, and content quality, directly and indirectly, influence e-learning satisfaction. This extended and more comprehensive model would help educators better understand e-learning's use as an effective pedagogical platform, especially in the context of special needs students. Key policy implications and directions for future research are suggested.

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Section: Findings Of the Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Satisfaction of the Special Need’ Students with E-Learning Experience During COVID-19 Pandemic: A Case of Educational Institutions in Indonesia

Amka

Dalle

2021

CONT ED TECHNOLOGY

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“…In the existing literature, CA is found to negatively affect users' attitudes and their learning behaviors and performance (Atif et al, 2015;Callum et al, 2014;Chavoshi and Hamidi, 2019;Lazar et al, 2020). Specifically, a high level of anxiety may reduce learners' motivation and decrease learning gratification and persistence (Abdullah and Ward, 2016;Chen, 2018Chen, , 2019 and negatively impact their perception of the ease of use and usefulness of m-learning (Al-Emran et al, 2018;Nikou and Economides, 2017;Warden et al, 2020). Moreover, scholars have demonstrated that anxiety greatly decreases user confidence in, satisfaction with and acceptance of m-learning (Chen, 2019;Lazar et al, 2020;Carlos Sanchez-Prieto et al, 2017).…”

Section: The Effect Of Computer Anxiety On Student Engagementmentioning

confidence: 99%

Investigation of the relationships among educational application (APP) quality, computer anxiety and student engagement

Lee

Xiong

2021

OIR

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PurposeNumerous educational applications (APP) have been developed to assist traditional classroom teaching and student learning. APP quality plays a critical role in influencing students' learning behaviors. However, the role negative mindsets, especially computer anxiety, play in how APP quality affects student engagement remains unknown. To address the relationships among APP quality, computer anxiety and student engagement in an APP-based learning environment, we developed an extended information system (IS) success model that includes interface and instructor quality.Design/methodology/approachTo empirically test the proposed model, we conducted a survey with a sample of 225 university students and examined the hypotheses using the partial least squares (PLS) method.FindingsComputer anxiety was demonstrated to fully mediate the relationships between student engagement and interface quality and service quality and system quality. In addition, the instructor quality acts as a partial mediator of the relationship between computer anxiety and student engagement.Originality/valueThis study reveals the important mediating role of computer anxiety in APP-assisted learning and the special status of instructor quality and user experience in influencing student engagement. The findings of this study shed meaningful light on the practical implications for instructors and APP software developers.

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“…Various kinds of teaching material sources, digital learning media are available on the internet and can be used freely, anytime, and anywhere (Azubuike et al, 2021;Bakri et al, 2016). Technological advances have provided various kinds of tools to increase the effectiveness of the learning process (Boyd, 2019;Unwin, 2019;Warden et al, 2020). This technological advancement indirectly requires teachers to be able to develop their quality so that they can maximize learning in the 21st century.…”

Section: Introductionmentioning

confidence: 99%

The Ability of Digital Literacy for Elementary School Teachers

Hutagalung

Purbani

2021

j. pendidik. indonesia.

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This study aims to analyze the digital literacy skills of elementary school teachers. This study used quantitative research. The research subjects were 76 elementary school teachers. The research instruments used were observation sheets, interview guides, and questionnaires. The data analysis technique used in this research is a descriptive statistical analysis which is carried out by providing an overview of the data that has been collected and then making conclusions or descriptions related to the data. Based on the results of this study, it can be seen that the digital literacy skills of elementary school teachers need to be improved. This is done so that elementary school teachers can have good literacy skills in using and utilizing existing technology tools and digital media to design or design learning processes that are creative, innovative, and fun and can make students think critically. Also, good digital literacy skills can help teachers respond to the challenges of the times related to the application of mixed learning models in the world of education. A good teacher's digital literacy skills can help teachers transform learning so that it is more creative, innovative. Also, teachers can answer the challenges of the times related to the application of blended learning. A teacher who has good digital literacy skills shows that the teacher has a desire to continue to learn and develop his professional teaching.

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Millennials’ technology readiness and self-efficacy in online classes

Cited by 46 publications

References 26 publications

The Satisfaction of the Special Need’ Students with E-Learning Experience During COVID-19 Pandemic: A Case of Educational Institutions in Indonesia

The Satisfaction of the Special Need’ Students with E-Learning Experience During COVID-19 Pandemic: A Case of Educational Institutions in Indonesia

Investigation of the relationships among educational application (APP) quality, computer anxiety and student engagement

The Ability of Digital Literacy for Elementary School Teachers

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