<p class="apa">The purpose of this study was twofold, i.e. to examine the extent to which students’ self-reported use of digital technology constituted meaningful and interpretable dimensions of the digital citizenship construct, and to test the adequacy of the construct in terms of its reliability, convergent validity, discriminant validity, and measurement equivalence for male and female students. The sample consisted of 391 undergraduates from 15 institutions of higher education in Malaysia. The data were collected using a self-reported 17-item questionnaire measuring university students’ digital citizenship behaviours. The results of the study supported and extended the results of previous work on students’ behaviors when using digital technology. The study found evidence that students’ digital citizenship is a valid and reliable multidimensional construct, and the measurement is gender-invariant. The findings are useful in making evidence-informed decisions in choosing and developing instructional interventions to produce ethical and responsible technology users, and in informing future research in the area.</p>

Unlike most neighbouring countries in the world, teachers in the occupied territories of Palestine face extraordinary conditions and challenges. These are due to the continued Israeli occupation. This article reports on a large-scale survey of Palestinian teachers. It explores the impact of the occupation on the professional lives of the teachers around Nablus, and indirectly on their students and communities, and on their digital responses. Follow-up focus groups explore their feelings, experiences and reactions, providing greater insights into this complex and troubling situation. The article underpins further work on appropriate digital literacy. It does however also provide an insight into the challenges to rigorous fieldwork outside the mainstream of the developed North and specifically in a region of conflict and occupation.

Abstract. This paper reports on the results of an exploratory factor analysis procedure applied on the e-learning readiness data obtained from a survey of four hundred and seventy-five (N = 475) teachers from secondary schools in Nablus, Palestine. The data were collected using a 23-item, self-developed Likert questionnaire measuring e-learning readiness based on Chapnick's conception of the construct. Principal axis factoring (PAF) with Promax rotation applied on the data extracted four distinct factors supporting four of Chapnick's e-learning readiness dimensions, namely technological, psychological, infrastructure, and equipment readiness. Together these four dimensions explained 56% of the variance. A reliability analysis produced high internal consistency estimates ranging between .81 (equipment readiness) and .91 (technological readiness) for the extracted factor structure. These findings provide sound empirical support for the construct validity of the items and for the existence of these four factors that measure e-learning readiness.

Efficacy functions to enhance the desire of learning through mediations of motivations and confidence. The present study is designed to achieve two main objectives. First, to identify the level of learning efficacy of public and religious secondary school students. Second, to examine the significant difference level of learning efficacy between public and religious school students. This study involved 242 students sampled from four schools in district Ledang. The sampled participated in the survey, employing a twelfth item questionnaire measuring  Learning Self-efficacy (LSE) and Peer Self-efficacy (PSE).  The data are analysed quantitatively using descriptive statistics and independent-samples t-tests. The result showed that the majority of students experience a moderate level of learning efficacy. Generally, for the selected public school students the mean is 2.75 and religious school students the mean is 2.97. Regarding the comparison level of learning efficacy between the two types of students, the findings of the current study show that there is no significant differences (p=.47), while peers self-efficacy revealed that there are significant differences (p=0.001).

No abstract