Teachers’ adaptation to technologies during the pandemic by COVID-19

Afonso, Paulo; Trindade, Bruno; Santos, Domingos; Pocinho, Ricardo; Silveira, Paulo; Silva, Pedro

doi:10.1145/3434780.3436590

Cited by 5 publications

(5 citation statements)

References 5 publications

(2 reference statements)

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“…Teachers' adaptation to technologies during the pandemic by COVID-19 [46] Qualitative Challenges: Lack of adaptation and interaction between learners and educators.…”

Section: Not Mentioned Educatorsmentioning

confidence: 99%

“…Traditional teaching and learning was conducted through human-to-human contact before COVID-19, but now it is human to computer to human transmission. As a consequence, a substantial communication gap exists between learners and educators [46]. Online classes are commonly held using platforms such as Zoom, Teams, Tencent Classroom, and Google Meet.…”

Section: Challengesmentioning

confidence: 99%

“…The learning environment is different today than it was before since everyone takes courses and exams online. As a result, neither peers nor the institutional environment motivates learners [29,46]. System problems are also listed as a barrier to M-learning.…”

Section: Challengesmentioning

confidence: 99%

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A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

et al. 2021

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Following the COVID-19 outbreak, teaching and learning have been forced to move fully to the Internet rather than the conventional offline medium. As a result, the use of M-learning has risen dramatically, which was neither expected or anticipated. The challenges and benefits of such widespread usage are beginning to emerge in front of us. Thus, in this paper, we systematically review the benefits and challenges of leveraging M-learning for Science and Technology courses during the COVID-19 pandemic by educators and learners. Related articles were obtained from various databases, namely, IEEE, ACM Digital Library, ScienceDirect, and Springer. In total, 4210 related articles were initially found. Upon executing careful selection criteria, 22 articles were selected for review. After that, the advantages and threats were identified and discussed. As per our findings, it was determined that M-learning has excellent potential to be an effective platform for education provided that the identified shortcomings are resolved. This review will be helpful for education stakeholders and institutions to gauge the impact of leveraging M-learning as the only means for education to proceed. Moreover, it reveals the strengths and shortcomings that would aid in adjusting the relevant policies administered by the institutions. Furthermore, application developers will be able to comprehend the expected features that should be included in novel M-learning platforms.

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“…Teachers' adaptation to technologies during the pandemic by COVID-19 [46] Qualitative Challenges: Lack of adaptation and interaction between learners and educators.…”

Section: Not Mentioned Educatorsmentioning

confidence: 99%

Section: Challengesmentioning

confidence: 99%

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A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

et al. 2021

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“…On the contrary, certain studies have cast doubt on the actual advantages of mobile learning and its limitations. The implementation of m-learning poses numerous challenges, some of which include limited resources, content-related issues across all subject areas (including economic education) [29,30], technical difficulties arising from inadequate knowledge and skills of instructors and students [31,32], distraction from work tasks [33], a large number of users, and the need for online connectivity [29]. The evaluation of mobile learning can also be problematic as it needs to be both transparent and secure, while ensuring that students do not receive assistance from others [34,35].…”

Section: Introductionmentioning

confidence: 99%

Determinants of Economical High School Students’ Attitudes toward Mobile Devices Use

Moca

Bădulescu

2023

Sustainability

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Due to recent considerable technology breakthroughs in the education sector, new tools have been developed to improve learning. Motivating students to use new devices for learning rather than just for amusement, however, is a difficulty. The COVID-19 pandemic prompted the adoption of technological devices for course delivery, thereby highlighting the significance of mobile learning (m-learning) and allowing educators, students, and other stakeholders in the education sector to recognize its potential, advantages, drawbacks, and challenges. As m-learning has been an essential aspect of education for some time now, there is growing interest in assessing its long-term viability and usefulness across various educational domains, including economics. New technologies like computers, the internet, and related tools can help by bringing life to the classroom, gauging student progress, simulating economic activities and phenomena, and teaching vital skills needed for the economic world, like entrepreneurship. This study aims to explore the potential of incorporating new technologies in economic education, we study the tendency of the economical high school students towards using mobile devices for learning activities. A total of 407 participants were involved in research, the data from these respondents being collected with the help of a questionnaire survey. The original technology acceptance model (TAM) has been extended and the role of various external factors such as the subjective norm, learning autonomy, facilitating conditions or self-efficacy has been addressed. A list of hypotheses was proposed to validate the underlying model and provide guidance on how external factors affect attitudes towards using mobile devices. The empirical results indicated that perceived ease of use and perceived usefulness are significant predictors to explain the attitudes towards mobile devices use and m-learning and the analyzed external factors have a positive influence on them. In terms of methods used, we characterize the perception of students by structural equations modelling (SEM). This study identifies and analyzes the factors that influence students’ attitude and readiness towards mobile technology use in education, providing valuable insights into improving the adoption of new technologies and to evaluate the sustainability of m-learning in economic education.

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“…While pandemic-induced changes related to education and work (cf. ( Afonso et al, 2020 ; Gaggi et al, 2020 ; Kelly et al, 2021 )) and leisure behavior (cf. ( Benford et al, 2021 ; Niu et al, 2021 ; Yeung, 2020 )) have been explored in recent studies from a human-computer interaction (HCI) perspective, food practices, and in particular the media and technology used during those practices in pandemic times, are rarely examined (cf.…”

Section: Introductionmentioning

confidence: 99%