Personal Learning Environments: Modeling Students' Self-Regulation Enhancement through a Learning Management System Platform

A personal learning environment (PLE) is known as a crucial support for educators who lead learners through the process of collection, creation, and organization of personalized learning tools. In this manner, the learner can interpret a variety of new tools in their own interest, which makes the learning process easier. The PLE approach represents a considerable movement away from traditional learning, where learners are considered consumers of information through isolated channels, particularly learning management systems (LMSs), to a model where learners draw significant connections from numerous resources that they choose. Thus, educational settings have implemented LMSs fully into their respective learning contexts. In this sense, LMS is identified as a learning platform that helps learners and educators submit assignments, share ideas, and communicate through web-based systems with numerous benefits. Under these circumstances, self-regulation is addressed as a significant component that explains how learners build and manage PLEs and come up with more choices;they take ownership of their own learning and enhance self-regulated learning (SRL) practices. On this occasion, there is a belief that teachers can utilize LMSs to shift from passive to active learning and to improve self-reflection (SR). Therefore, considering all the above issues, the current study examines integrating a third-generation LMS to enhance learners’SR. This study considered PLEs by utilizing Zimmerman’s SRL model to investigate the integration of the third-generation LMS. SR is applied in this study in the form of a pretest and posttest following the involvement of the PLE course, which was designed and applied during the COVID-19 pandemic. Finally, the experimental findings of the current study formulated a model of SR factors in PLEs through the LMS platform with partial least squares structural equation modeling (SEM) before and after the intervention. Author

Factors Indicating Media Dependency and Online Misinformation Sharing in Jordan

Although social media is a vital platform in our life, it is blamed for poor efforts to moderate content included mis/disinformation and fake news. This could have an impact on its legacy and on sustainability in society in the long term. This research examined the role of social media in spreading misinformation during the COVID-19 outbreak in Jordan. A cross-sectional design questionnaire (350 responses) was used. The results revealed that social media played a key role in updating users with COVID-19 information. However, the availability of misinformation remained highly prevalent. Respondents revealed that they relied heavily on social media for information gathering and knowledge sharing about COVID-19 updates. The role of behavioural intention remained prominent and highly significant for these two reasons. Their behavioural intention was linked to the sharing of unchecked information, suggesting that online information in Jordan needs greater regulation to reduce the spread of misinformation.

Social media usage and acceptance in higher education: A structural equation model

The adoption and use of social media as an educational technology in higher education has been exacerbated during the COVID-19 pandemic. As a result, this study applied the unified theory of usage and acceptance of technology theory and the technology acceptance model as predictors of behavioral intention to use social media and actual social media use. These, as posited by the model, affect the performance impact of social media usage. This study involved a quantitative survey with 312 undergraduate university students in Malaysia. Using structural equation modeling, this study identified that unified theory of usage and acceptance of technology theory and the technology acceptance model influence behavioral intentions to use and actual use of social media, resulting in an improved performance impact. That is, when students see the value in particular technologies, feel their performance (e.g., passing their studies) will be improved by using that technology, offers behavioral nudges toward adoption and use. Copyright © 2022 Al-Rahmi, Shamsuddin, Wahab, Al-Rahmi, Alismaiel and Crawford.

Assessing the Impact of Mobile-Based Training on Teachers’ Achievement and Usage Attitude

Teachers’ professional development plays a key role in imparting quality education. However, the design and delivery of quality professional development is a challenging problem due to numerous issues. The COVID-19 pandemic has further escalated the challenging situation and severely affected trainers’ and trainees’ interests, motivation, and engagement. Due to its ubiquitous, flexible, and cost-effective nature, technology is playing a key role in carrying out educational activities even in the pandemic situation. However, little emphasis has been provided on the use of technology for the professional development of teachers. This study investigates the effects of mobile-based training apps on teachers’ learning outcomes and attitudes towards their usage. For the training and assessment purposes, 308 in-service elementary school teachers from division Shaheed Benazirabad were chosen and divided in experimental and control groups. Pre and post-tests were designed to examine the effects of mobile-based training on the teachers’ learning outcome and attitude toward the use of the training app before and after the training intervention. The analysis of the results determined that the training through a mobile app significantly affects teachers’ learning outcomes in terms of knowledge, skills, and dispositions. Furthermore, teachers showed a positive attitude towards the use of training app © 2022. International Journal of Interactive Mobile Technologies.All Rights Reserved.

Social Media Technologies Used for Education: An Empirical Study on TAM Model During the COVID-19 Pandemic

The study's major goal was to figure out what factors impact university students' behavior and intentions to use social media to boost their academic performance during the COVID-19 Pandemic. Given the context-dependent nature of online learning, the Technology Acceptance Model (TAM) was adopted and supplemented with components largely relevant to harnessing social media for collaborative learning and engagement. Collaborative learning, student participation, and a social media mindset are just a few of the new features. The enlarged model was validated using empirical data from an online survey questionnaire filled by a sample of 409 Saudi Arabia higher education students, which assesses students' social media usage intentions and academic performance during the COVID-19 Pandemic. AMOS-SEM was used to analyze the model's various assumptions (Analysis of Moment Structures- Structural Equation Modeling). The findings revealed that: (1) utilizing social media for collaborative learning and student engagement has a direct positive impact on perceived usefulness, ease of use, and enjoyment;(2) perceived usefulness, ease of use, and enjoyment has a direct positive impact on attitude to use social media;and (3) the link between TAM characteristics "usefulness, ease of use, and pleasure" and behavior intention to use social media is mediated by attitude to use social media. (4) Students' attitudes and behavior intentions on social media have a direct positive influence on their academic performance during the COVID-19 Pandemic. Academics, higher education institutions, and educational technology application providers will benefit greatly from the conclusions of this study, both theoretically and practically.

Developing a Holistic Success Model for Sustainable E-Learning: A Structural Equation Modeling Approach

In higher education learning, e-learning systems have become renowned tools worldwide. The evident importance of e-learning in higher education has resulted in a prenominal increase in the number of e-learning systems delivering various forms of services, especially when traditional education (face-to-face) was suddenly forced to move online due to the COVID-19 outbreak. Accordingly, assessing e-learning systems is pivotal in the interest of effective use and successful implementation. By relying on the related literature review, an extensive model is developed by integrating the information system success model (ISSM) and the technology acceptance model (TAM) to illustrate key factors that influence the success of e-learning systems. Based on the proposed model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 537 students from three private universities in Jordan. The findings demonstrate that quality factors, including instructor, technical system, support service, educational systems, and course content quality, have a direct positive influence on students' satisfaction, perceived usefulness, and system use. Moreover, self-regulated learning negatively affects students' satisfaction, perceived usefulness, and system use. Students' satisfaction, perceived usefulness, and system use are key predictors of their academic performance. These findings provide e-learning stakeholders with important implications that guarantee the effective, successful use of e-learning that positively affects students' learning.