ABSTRACT
The Indonesian government has declared a strong commitment to information and communication technology (ICT) education reform but has made meager progress due to inconsistent education policies, fragmentary technological infrastructure, and ill-prepared teachers. Despite these obstacles, young people in Indonesia have embraced smartphones and related technologies as important means of maintaining their socially integrated lifestyles. This project sought to measure the adoption of smartphone technologies among pre-service teachers as part of their broader ICT consciousness and teaching. We examined the ICT competencies of 220 pre-service teachers at two state universities in western Indonesia. A questionnaire was distributed to the participants toward the end of the students' final practicum during the COVID-19 closure of the schools. Results showed very high use of smartphones in private contexts, infrequent use of laptops and desktop computers, a strong rejection of institutionally available (or often unavailable) devices and services, and a skewing of ICT skills toward tools available on smartphones, especially those accessible through social media platforms. © 2023 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).
ABSTRACT
Background: Considerable evidence suggests that students' achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students' emotional experiences to enhance online education, especially under the COVID-19 context. However, to date, very few studies have investigated how students' achievement emotions might be affected by teaching and learning factors in online learning environments. Objectives: Based on Pekrun's (2006) control-value theory of achievement emotions, this study examined the influence of students' perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID-19. Methods: Data were collected using an online survey of 1503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables. Results and Conclusions: Results revealed that perceived teacher internet and communication technology competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and anxiety were fully and partially mediated by perceived control, respectively. Takeaways: Online teaching quality is critical for students' appraisals and emotions towards L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students' perceived control and value to temper their affective experiences associated with the crisis-prompted online teaching practices. © 2023 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.
ABSTRACT
Explicit knowledge and tacit knowledge enhance job productivity by properly capturing knowledge. At the same time, a knowledge map systematically presents the captured knowledge, which increases the ease of use and utilization of information. With the worldwide COVID-19 outbreak, ICT allows individuals to connect to the outside world for reducing the effect of the pandemic. The role of ICT is more obvious in the education field. Recently, ICT competence and how to improve it, have been one of the hottest topics in research discussions. Even previous studies have shown that ICT competence is crucial in the education field, though most focuses were on teachers, yet the academic staff has been rarely getting attention. This study proposes a method of exploratory factor analysis (EFA) to confirm the influencing effects model on ICT competence, which is derived from the knowledge map. The knowledge capturing was carried out through the literature review process for the best depiction on the knowledge map. This research aims to find out the influence effects coupled with the degree of the relationship between different factors. Chiang Mai University was the selected case of a sample group, which represents robust academia in ICT readiness toward the rapid period of digital transformation. The factor model has schemed from the knowledge map and hypothesis setting. The questionnaire was conducted to survey sample views as primary data, consequently, the model was tested by PLS-SEM. The results reveal significant validation on the hypothetical model. These research findings yield worthwhile implications for universities to quickly adapt the layout of strategies, support policy, and appropriate training courses regards to the ICT competence's constitution factors. © 2022 IEEE.
ABSTRACT
The advancement of information and communication technology (ICT) has a significant impact on people's lives, and likewise university lecturers are the primary users of ICT in higher education. COVID-19 has wreaked havoc on the education system. Teachers and students benefit from online instruction, meetings, and assignment management. Thereupon, teachers' ICT skills play a critical role in posing a significant challenge. The purpose of this study is to review articles on the factors that influence university professors' attitudes toward ICT. Emotion, cognition, and conduct, as well as gender, age, and work experience, are all elements to be considered. As a result, plans for improving their ICT skills can be developed. The influencing elements of the attitude model are drawn out under the literature research. In conclusion, this study discloses the influencing factors and reflects the trend of attitudes in recent years. © 2021 IEEE.