Digital competence of teachers and students in Yakutia: problems and prospects of e-learning during the pandemic

Sorochinsky, Maksim Anatolyevich

doi:10.5902/1984644466423

Cited by 6 publications

(7 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, the results for H2 revealed that digital technical competence had a positive but insignificant influence on lecturers' self-efficacy in online classes. Nonetheless, this finding is contrary to the findings of previous scholars (Adiyarta, 2018;Basantes-Andrade et al, 2020;Baroudi & Shaya, 2022;Mailizar & Fan, 2020;Liu et al, 2022;Sorochinsky, 2021), who all indicated that the relationship was positive and significant. However, it can be inferred that, in the context of the study, digital technical competence was not very imperative for lecturers' self-efficacy in online classes.…”

Section: Discussioncontrasting

confidence: 99%

“…However, there are limitations that emerged that can be addressed by future research. For instance, contrary to Adiyarta (2018), Basantes-Andrade et al ( 2020), Baroudi and Shaya (2022), Mailizar andFan (2020), andSorochinsky (2021), this study reported that digital technical competence of lecturers insignificantly contributed to their self-efficacy in online classrooms. Therefore, future researchers should further test this hypothesis to confirm or disconfirm its authenticity in the context of universities in Uganda.…”

Section: Limitationscontrasting

confidence: 86%

See 1 more Smart Citation

Digital Teaching Competence and lecturers Self-Efficacy in OnlineClasses: Insights from Public Universities in Uganda

KASULE¹,

MUGIZI²,

RWOTHUMIO³

2023

UHERJ

View full text Add to dashboard Cite

The COVID-19 pandemic which resulted in the lockdown of educational institutions hastened the adoption of online classes. However, especially in public universities in Uganda, online teaching and learning was received with mixed feelings by students and some lecturers. Nevertheless, it is incontestable that the COVID-19 pandemic ushered in many different ways of doing things, such as compulsory online teaching and learning. This study seeks to obtain insights into the digital teaching competences of lecturers and their self-efficacy in online classes. Specifically, the study examined the relationship between lecturers’ course design, technical, course communication and time management competences with their self-efficacy in online classes in terms of instructional methods, student management and student engagement. This correlational study involved a sample of 327 academic staff from four public universities. Data was collected using a self-administered questionnaire and analysed quantitatively. Data analysis involved structural equation modelling using partial least square structural equation modelling (PLS-SEM). The results revealed that course design, course communication and time management competences had a positive and significant influence on lecturers’ self-efficacy in online classes. However, digital technical competence had a positive but insignificant influence on lecturers’ self-efficacy in online classes. The conclusions of the study are to the effect that the capacity to design online courses is imperative for lecturers’ self-efficacy in online classes, course communication competence is essential for lecturers’ self-efficacy in online classes, and time management competence is vital for lecturers’ self-efficacy in online classes. However, digital technical competence is not very imperative for lecturers’ selfefficacy in online classes. The study recommends that university managers should develop lecturers’ capacity to design online courses, develop their online course communication competence, and sensitise lecturers about the importance of time management in teaching online classes. Nonetheless, university managers should not over emphasise digital technical competence of lecturers.

show abstract

Section: Discussioncontrasting

confidence: 99%

Section: Limitationscontrasting

confidence: 86%

Digital Teaching Competence and lecturers Self-Efficacy in OnlineClasses: Insights from Public Universities in Uganda

KASULE¹,

MUGIZI²,

RWOTHUMIO³

2023

UHERJ

View full text Add to dashboard Cite

show abstract

“…These cover pedagogical design, rubrics development, collaboration tools, monitoring, and online resources for educational purposes. Corollary to this, [41] identified prospects of e-learning as the study outcomes revealed an increased efficiency of work for both teachers and students when refresher courses that support e-learning implementation. Hence, with the perceived digital competence are the identified support and resources to withstand the requirements of delivering flexible learning options to the pre-service teachers.…”

Section: B Discussionmentioning

confidence: 82%

Higher Education Institutions‘ Emergency Remote Teaching amid the Pandemic

Bacus,

Dayagbil,

Monacillo

et al. 2022

IJIET

View full text Add to dashboard Cite

The study evaluated the higher education institutions (HEIs) emergency remote instructional delivery using the context, input, process, product (CIPP) evaluation model. To determine the responses of HEI administrators and teachers in terms of the four CIPP elements, the sequential explanatory mixed-method design was used. Teachers' digital competence (n=108) obtained through the modified SELFIE tool was analyzed using descriptive statistics. Interview data from the teachers (n=7) and administrators (n=6) were analyzed using Braun and Clarke's thematic analysis steps. Findings revealed three themes for context evaluation: materials and connectivity for learning continuity, leadership and technology infrastructure, and technological capability. Teachers' digital competence, support and resources, and curriculum and instruction were the identified themes on input evaluation. Analysis of the process led to identifying the two themes: a call for action and the culture of change. The result of the product evaluation revealed flexibility, resilience, self-helpfulness, and interdependence. The acknowledgment of the unique context, input, and support obtained during the critical period of transitioning to emergency remote teaching led to the desired educational pathways in teaching and learning amidst and beyond the pandemic. The emerging remote teaching realities will strengthen the technological capabilities of the institution to enhance teachers’ and students’ digital competencies.

show abstract

“…Additionally, strong relationships with stakeholders, including partners, regulators, and those affected by the implementation, are crucial for effective implementation (Plaza-Úbeda et al, 2010). Several scholars (e.g., Adiyarta et al, 2018;Ati et al, 2021;Basantes-Andrade et al, 2020;Hatlevik & Hatlevik, 2018;Kamasak, 2017;Kong, 2019;Sorochinsky, 2021;Twinamasiko et al, 2021;Trivedi & Patel, 2020;Ünal, 2020) have explored the relationship between intangible resources and e-learning. However, these studies have primarily focused on contexts outside of Uganda, leaving the opinions of those involved in e-learning implementation in the local context unexplored.…”

Section: Schools' Intangible Resources and E-learning Implementationmentioning

confidence: 99%

School resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda

Kyomuhendo,

Mugizi,

Rwothumio

et al. 2024

IJER

View full text Add to dashboard Cite

This study examined the influence of school resources on the effective implementation of e-learning in secondary schools in Kasese Municipality, Uganda. Specifically, the study investigated the impact of tangible resources, intangible resources, and school capabilities on e-learning in these schools. Using quantitative research approach, the study employed a correlational research design and collected data from 170 teachers using a self-administered questionnaire. The data were then analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results of the SEM analysis revealed that school resources, namely tangible resources (? = 0.266, t = 3.612, p = 0.000<0.05), intangible resources (? = 0.234, t = 2.351, p = 0.019<0.05) and capabilities (? = 0.456, t = 5.129, p = 0.000<0.05), had a significant positive influence on e-learning. Based on these findings, the study concluded that tangible and intangible resources and school capabilities are necessary for the effective implementation of e-learning in secondary schools. The study recommends that the Ministry of Education, school directors, and head teachers ensure that schools have sufficient tangible resources for e-learning. Additionally, directors and head teachers should also ensure that schools possess adequate intangible resources and capabilities to support the effective implementation of e-learning. The practical significance of this study lies in its demonstration of how existing resources in schools can be utilised to implement e-learning in secondary schools effectively.

show abstract

Digital competence of teachers and students in Yakutia: problems and prospects of e-learning during the pandemic

Cited by 6 publications

References 5 publications

Digital Teaching Competence and lecturers Self-Efficacy in OnlineClasses: Insights from Public Universities in Uganda

Digital Teaching Competence and lecturers Self-Efficacy in OnlineClasses: Insights from Public Universities in Uganda

Higher Education Institutions‘ Emergency Remote Teaching amid the Pandemic

School resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda

Contact Info

Product

Resources

About