Controlling Research Activity of Students by Digital Tools

Лихачев, С. Ф.; Likhacheva, Tatyana; Sil'chenkova, L.; Krivorotova, Elvira; Plesnik, Lukas

doi:10.1051/shsconf/20207901010

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…If university lecturers start using technology in the classroom, it is typically because they think it will help their pupils. Digital learning students tended to turn in research projects on time (Likhachev et al, 2020). Teachers use technological elements in their lessons to pique students' interests, boost their enthusiasm, and better prepare them for work in today's information age.…”

Section: Actual Use Of Digital Tools For Teaching and Learning (Audt)mentioning

confidence: 99%

“…According to the research (Patil & Undale, 2023), optimal values for factor loadings, composite reliability, and AVE are above 0.7 and 0.5, respectively. The item loading weights are also recommended to be greater than or equal to 0.5 for the corresponding latent variables (Likhachev et al, 2020). One PTSE item, PEU item, and ATUD item were also removed due to their low loading factors (Qureshi et al, 2021).…”

Section: Measurement Model Evaluationmentioning

confidence: 99%

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Lecturers' Adoption of E-Learning from the TAM Perspective: Transitioning from Lecture Halls to Virtual Classrooms

2024

FWU Journal

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Considering the post-COVID-19 pandemic, this study investigates how faculty members in higher education in Somalia are handling the shift from traditional classroom instruction to e-learning. The study looks at how factors like perceived usefulness (PU), attitude (ATT), behavioural intention (BI), and actual usage (AU) impact lecturers' acceptance of e-learning through the Technology Acceptance Model (TAM). A descriptive and cross-sectional design was used in the investigation. The information was gathered by surveying three hundred and seventy-five (375) lecturers from seven different Mogadishu universities. The study used a non-random, purposive sample. The results of the study showed that most of the factors influencing lecturers' adaptation to e-learning were significant, except for three exogenous variables: Perceived Teaching Self-Efficacy (PTSE), institutional support for lecturers (ISL), and digital tool access (DTA). These variables did not significantly impact perceived usefulness (PU), as their p-values were higher than 0.05.On the other hand, all the other hypotheses had p-values lower than 0.05, which means that the lecturers in the Benadir region, Somalia, were satisfied with the e-learning adaptation. To investigate the hypotheses of elearning and digital resource adoption, the study used SPSS 26.0 and SmartPLS-4's Structural Equation Modeling (SEM). Based on the findings, the researchers advised instructors to receive technology and pedagogy training and institutions to fund infrastructure development

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Section: Actual Use Of Digital Tools For Teaching and Learning (Audt)mentioning

confidence: 99%

Section: Measurement Model Evaluationmentioning

confidence: 99%

Lecturers' Adoption of E-Learning from the TAM Perspective: Transitioning from Lecture Halls to Virtual Classrooms

2024

FWU Journal

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“…Only one third of nursing students favored distant learning using digital technologies according to a recent survey [72,73]. Furthermore, digital platforms for education and learning were linked to students' greater propensity to finish research work successfully [74]. Lesson study and learning have benefited from digital technology because it has permitted rigorous cooperation, synchronous observations, improved data management, and a deeper grasp of material [75].…”

Section: Hypothesis 17 (H17)mentioning

confidence: 99%

Using Digital Technologies for Testing Online Teaching Skills and Competencies during the COVID-19 Pandemic

Almulla

2022

Sustainability

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This study examines the online teaching abilities and competencies needed to teach online courses in Saudi Arabia’s higher education system. As a result, the goal of this study was to examine and expand the technology acceptance model (TAM) to assess online teaching abilities and competences utilizing digital technologies in higher education during the COVID-19 epidemic. Therefore, it aimed to develop a new model to measure and explore critical factors that influence online teaching skills, competencies, and actual use of digital tools in higher education. The participants in the study were 350 lecturers at King Faisal University. The research data were analyzed using structural equation modeling (AMOS-SEM). The findings revealed that: (a) perceived ease of use and perceived usefulness on using digital tools during the COVID-19 pandemic has a direct positive impact on perceived teaching self-efficacy, perceived enjoyment, online teaching skills, and digital tools access; (b) perceived ease of use and perceived usefulness of using digital tools have a direct positive impact on lecturers’ attitude toward use and lecturers’ behavioral intention to use digital tools during the COVID-19 pandemic; and (c) perceived ease of use. As a consequence of the findings, a validated instrument was designed to assess and investigate crucial elements that impact lecturers’ real usage of digital technologies for teaching and learning in Saudi Arabia’s higher education.

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Extending technology acceptance model (TAM) to measure the students’ acceptance of using digital tools during open and distance learning (ODL)

Noh

Raju

Eri

et al. 2021

IOP Conf. Ser.: Mater. Sci. Eng.

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Ever since the Covid-19 pandemic outbreak, we are taught to live in the new norm. Higher learning institutions are forced to adopt a new norm of open and distance learning (ODL) immediately. Since that, students are facing issues, especially in courses that need a conventional setting. During ODL, students and lecturers rely on digital tools, social media, pre-recorded video, and video conference to assist the learning process. However, there are unexplored topics on the students’ intention to use digital tools during ODL. A sample of 367 students who responded from different diploma and degree programs of Universiti Teknologi MARA (UiTM) Terengganu was collected via an online survey. Data collected are analysed on its correlation and coefficient determinant, regression, and analysis of actual use. Technology Acceptance Model (TAM) is expanded to include external factors of technology access and online learning skills to be measured with perceived usefulness, perceived ease of use, attitude, behaviour intention to use and actual system use. Findings on the study will help uncover significant understanding of students’ acceptance of ODL in using digital tools for a better decision-making and students’ support assistance. Hence, this study benefits us to foresee the possible future need for courses in conducting ODL successfully.

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Controlling Research Activity of Students by Digital Tools

Cited by 3 publications

References 7 publications

Lecturers' Adoption of E-Learning from the TAM Perspective: Transitioning from Lecture Halls to Virtual Classrooms

Lecturers' Adoption of E-Learning from the TAM Perspective: Transitioning from Lecture Halls to Virtual Classrooms

Using Digital Technologies for Testing Online Teaching Skills and Competencies during the COVID-19 Pandemic

Extending technology acceptance model (TAM) to measure the students’ acceptance of using digital tools during open and distance learning (ODL)

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