Chinese Students’ ICT Readiness for a Blended Teaching and Learning Environment

Lu, Jinjin; Price, Janet

doi:10.29333/ejmste/90991

Cited by 17 publications

(12 citation statements)

References 15 publications

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“…Although LMS and the nature of instructional activity are entirely different from the use of ICT for entertainment or other productive purposes [15], [39], but this initial knowledge is quite capable of building beliefs within lecturers and students. This view is in line with previous research findings, which suggest that the readiness of educational organizations in integrating technology in learning activities depends on teacher readiness and teacher readiness depends on belief and perceived skills [11], [40].…”

Section: Respondsupporting

confidence: 92%

“…Cheon et al [5] revealed that lecturers and students who have the readiness to integrate IT would benefit from the use of a learning management system (LMS) and then will produce an attitude of acceptance and adoption to support the learning process. Besides, technological readiness will also improve the quality of online learning and teaching to be meaningful [11]. The challenge is, the readiness of technology referred to in academic activities is not just an understanding of technology, but how to utilize the technology to support learning and teaching activities [15].…”

Section: Unimed Itself Has Held Training and Workhops On The Development Of Syllabus And Semester Instructionalmentioning

confidence: 99%

“…Traxler [32] indicates that higher education can adopt LMS faster because of the availability of infrastructure. Still, universities need to measure the readiness of end-user computing from the LMS to reduce learning constraints during migration [5], [11]. Therefore, this study focuses on measuring the readiness of end-user computing in the full use of LMS in academic activities.…”

Section: Unimed Itself Has Held Training and Workhops On The Development Of Syllabus And Semester Instructionalmentioning

confidence: 99%

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Readiness to Implement Digital Learning

Sagala¹,

Hasibuan²,

Suharianto³

2021

Proceedings of the Sixth Padang International Conference on Economics Education, Economics, Business and Management, Accounting

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WHO announced the Covid-19 as Global Pandemic in early 2020? This condition immediately urged universities to migrate their instructional process to fully online learning as a result of the suggestion of physical distancing. This situation indeed results in the shock of the culture of learning and teaching. Following its shock, of course, questions arise related to the readiness of higher education in implementing fully online learning. This study aims to measure the readiness of lecturers and students of the Faculty of Economics, Universitas Negeri Medan (Unimed), in implementing digital learning. This study investigates the readiness from the normative belief perspectives. Normative belief is one of the critical antecedents of behavioral intention, as explained in The Theory of Planned Behavior [1]. The respondents of this study were lecturers and students at the Faculty of Economics, Unimed. This study uses simple random sampling to select the sample. With the snowball technique, this study collected 226 responses. 85 respondents were a lecturer, and 141 was a student. Data collection was carried out with an electronic questionnaire designed with 5-Likert scales. This study examines the differences of responses between lecturers and students as well as between men and women to avoid response bias. The results of this study indicate that lecturers and students have firm beliefs regarding their readiness to migrate learning activities to the online platform. Likewise, the findings of this study also indicate nervousness in the migration. The results of this study provide challenges for learning researchers and Education technology to produce recommendations for learning models that are suitable for implementing quality learning on digital platforms. The same challenge is faced with universities and regulators to develop best practices in teaching practices and regulations that urge innovation in teaching practices.

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Section: Respondsupporting

confidence: 92%

Section: Unimed Itself Has Held Training and Workhops On The Development Of Syllabus And Semester Instructionalmentioning

confidence: 99%

Section: Unimed Itself Has Held Training and Workhops On The Development Of Syllabus And Semester Instructionalmentioning

confidence: 99%

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Readiness to Implement Digital Learning

Sagala¹,

Hasibuan²,

Suharianto³

2021

Proceedings of the Sixth Padang International Conference on Economics Education, Economics, Business and Management, Accounting

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“…Thus, technologies affect most aspects of our daily work as they have produced changes in every sphere of society [16], [17], including education [18], [19]. Moreover, they help EFL learners enhance their language abilities [20], [21]. "There are many benefits to using ICTs (information and communication technologies) as an educational tool" [22, p. 176].…”

Section: Introductionmentioning

confidence: 99%

Using English Movies and Tv Programs for Developing Listening Skills of Efl Learners

Metruk

2019

ITLT

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The skill of listening has always been regarded as one of the primary skills in foreign language teaching. The article attempts to investigate the effects of employing ICT, namely extensive viewing of movies and TV programs, on listening skills of EFL (English as a foreign language) learners. A total of 18 students of Teaching English Language and Literature study program were targeted for this preliminary study. Based on the data acquired by a questionnaire, they were divided into three groups: those who watch movies and TV programs in the original in English on a daily basis 1 hour a day, 2 hours a day, and 3 and more hours a day. Afterwards, all the participants took a listening test, and the obtained data were subsequently analyzed using the Friedman ANOVA non-parametric statistical test and a post-hoc test. The preliminary results illustrate that despite the fact that some differences in the mean scores were observed, no statistically significant difference was detected in the listening test scores between the three groups (p = 0.31). In a similar way, the post-hoc test yielded the same results (p = 0.68; p = 0.22; p = 0.22). Thus, the amount of daily exposure to watching English movies and TV programs in the original did not seem to occupy a substantial role in relation to listening skills of EFL learners. It is vital that further research, on a larger sample of respondents, be conducted, also due to the fact that the exploration of this field of English language teaching and learning is still in its infancy. Extensive listening (extensive viewing) represents a useful and popular way of improving listening skills, which requires attention of teachers and students, and this preliminary study explores whether higher exposure to viewing movies and TV programs results in better listening skills of EFL learners.

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“…This phenomenon also disrupts the way students study. Previous learning activities must be done at certain times, specific places, and with thick textbooks that have the potential to change to be very flexible with the availability of various information in hand (see: Lu and Price, 2018). Classrooms are now available anywhere, anytime, with virtually available textbooks.…”

Section: Introductionmentioning

confidence: 99%

The Readiness of Universitas Negeri Medan to Deal with the Industrial Revolution 4.0

Restu¹,

Syahputra²,

Gultom³

2019

Proceedings of the Proceedings of the 5th Annual International Seminar on Trends in Science and Science Education, AISTSSE 2018

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Industrial Revolution 4.0 has urged the higher education to change the way they work. Changes in the form of work indeed require the readiness of infrastructure and human resources. To address these challenges, Universitas Negeri Medan (Unimed), Indonesia, has developed an integrated learning information system to facilitate learning in the digital era. However, the next challenge is to prepare human resources who will use the information system to optimize learning activities. Therefore, this study aims to map Unimed's human resource readiness to carry out learning in the industrial revolution era 4.0. The subject of this study was an active lecturer at the state public university. With random sampling, this study received 158 samples from 7 Faculties in Unimed. Furthermore, the data were analyzed by descriptive statistics to review the competency of using IT for educational and research activities held by lecturers. The results of this study indicate that human resources in Unimed have high readiness and potential in the implementation of digital learning. Policymakers can synchronize competencies and specific needs of lecturers related to their field of work with the SI that has been developed.

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Chinese Students’ ICT Readiness for a Blended Teaching and Learning Environment

Cited by 17 publications

References 15 publications

Readiness to Implement Digital Learning

Readiness to Implement Digital Learning

Using English Movies and Tv Programs for Developing Listening Skills of Efl Learners

The Readiness of Universitas Negeri Medan to Deal with the Industrial Revolution 4.0

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