University Students’ Perceptions of the Use of Digital Technologies in their Formal Learning: A Developing Country Perspective

Abstract

The purpose of this study was twofold: (1) to examine university students' perceptions of the use digital technologies in their formal learning, and (2) to examine differences in the their perceptions of the use of digital technologies in their formal learning, based on their gender, age, major, academic year, perceptions of digital competence, and perceptions of digital dependence. A descriptive survey research method was used; a questionnaire was used to collect data. The participants were students enrolled in different classes in the second semester in the academic year of 2016/2017 at a university in Jordan. The results showed that the participants had positive perceptions of the use digital technologies in their formal learning in affective, cognitive, and conative domains. Students' perceptions of the use digital technologies in their formal learning did not differ significantly according to gender, age, major, or perceived digital dependency. However, students' perceptions of the use digital technologies in their formal learning were influenced by their academic year and perceived digital competency. Recommendations based on the findings were presented.

Motivational Factors Affecting the Integration of Information and Communication Technology (ICT) in Education by Faculty Members: A Developing Country Perspective

“…They are heavy users of popular ICTs such as social networking sites (SNSs) and smartphone apps and services (Bsharah, Gasaymeh, & Abdelrahman, 2014;Alimat & Altah 2014). They have positive attitudes and perceptions of the use of different types of ICT in their informal and informal education (Gasaymeh, & Aldalalah, 2013;Gasaymeh, & Qablan, 2013;Al-Shboul, Al-Saideh, & Al-Labadi, 2017;Gasaymeh, Al-Tawel, Al-Moghrabi, & Al-Ghonmein, 2017). However, students' level of use of ICT in their learning depends on the extent to which faculty members enable students to use ICT for educational and administrative tasks.…”

Students Perceptions of Digital Disruption in Learning

“…How technology can improve their learning experience and make them more motivating and efficient. While students' perceptions from the results of [28], students also liked to be used digital technologies in their formal education and did not feel anxious or hesitant about such use. They believed that digital technologies would be easy to use and would increase their productivity, enhance their organization for learning, and provide enjoyment.…”

Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterlilik Becerilerinin Farklı Değişkenler Açısından İncelenmesi

“…Rambousek, Štípek, & Vaňková (2016) tarafından yapılan çalışmada ise öğretmen adayları kendi dijital okuryazarlık düzeylerini minimum olarak ifade etmektedirler. Çalışmada ayrıca dijital okuryazarlığın ölçülmesinin gerçek düzeyi yansıtamayabileceği ifade edilmektedir Gasaymeh, Al-Tawel, Al-Moghrabi & Al-Ghonmein, (2017) tarafından yapılan çalışmada ise üniversite öğrencilerinin dijital teknolojilere yönelik olumlu bir tutuma sahip olduklarını belirtmektedir.…”

“…Sınıf ortamında ve bireysel gelişimde tüm bu olumlu etkileri dikkate alındığında alanyazında (Khalid, Slaettalíð, Parveen & Hossain, 2015;Svensson & Baelo, 2015;Campbell, 2016;Rambousek, Štípek, & Vaňková ,2016) ; Gasaymeh, Al-Tawel, Al-Moghrabi & Al-;Ghonmein, 2017) öğretmen adaylarını dijital okuryazar olmaları önemli olarak görülmektedir. İçinde bulunduğumuz çağda Z kuşağına eğitim verecek olan öğretmen adaylarının bu kuşağa eğitim verecek düzeyde dijital okuryazar olmaları gerekir.…”