Abstract:E-learning has its difficulties, but it is still a strongly growing area in education and training. Both public and private organizations use it extensively. Technophobia is a growing problem with continuously increasing technology around us. While more and more teaching is given through different technological equipment, more troubles the people feeling negatively towards them will have. Frustration and anxiety are known to be part of the computer user's life; almost all of the users at some point feel themse… Show more
“…Technophobia can typically be defined as a fear of technology, as supported by Brosnan (1998), who describes it as a negative and irrational response or attitude to technology and the use thereof. According to Juutinen, Huovinen and Yalaho (2011), technophobia is essentially causing one of the biggest stumbling blocks for successful digital technology integration into teaching and learning programs. Insight into the challenges foundation phase teachers face when using digital technology in their teaching and learning programs could contribute to creating a better understanding of the fears and anxieties faced by teachers and, in effect, motivate change in teaching practices.…”
Section: Project Photos Of Schools In Gauteng Provincementioning
The Department of Education introduced the policy on e-Education in 2004, encouraging all teachers to implement technology for teaching and learning. Despite this encouragement, most South African teachers are experiencing many challenges to effectively use technology for teaching and learning in the foundation phase. This study explored the challenges experienced by foundation phase teachers in using technology for teaching and learning in two schools in one district in Gauteng Province: South Africa. The Technological Pedagogical Content Knowledge framework was used as a lens to understand the challenges experienced by foundation phase teachers. The authors applied a qualitative research approach within the interpretivist paradigm to explore and understand participants' lived experiences of their challenges. Purposive sampling was used to select eight foundation phase teachers from two schools in Gauteng Province. The findings revealed that most teachers experienced challenges due to lack of knowledge and understanding of how to use technology effectively for teaching and learning; a lack of support from management to promote the use of technology and inadequate, inappropriate and outdated technological resources and equipment. Teachers also indicated that they did not enjoy the support from their senior managers and education officials. They recommended that all teachers undergo focused training and development on the use of technology for teaching and learning and that the education department should consult teachers and ensure that all systems are in place prior to mandating the implementation of technology in the foundation phase.
“…Technophobia can typically be defined as a fear of technology, as supported by Brosnan (1998), who describes it as a negative and irrational response or attitude to technology and the use thereof. According to Juutinen, Huovinen and Yalaho (2011), technophobia is essentially causing one of the biggest stumbling blocks for successful digital technology integration into teaching and learning programs. Insight into the challenges foundation phase teachers face when using digital technology in their teaching and learning programs could contribute to creating a better understanding of the fears and anxieties faced by teachers and, in effect, motivate change in teaching practices.…”
Section: Project Photos Of Schools In Gauteng Provincementioning
The Department of Education introduced the policy on e-Education in 2004, encouraging all teachers to implement technology for teaching and learning. Despite this encouragement, most South African teachers are experiencing many challenges to effectively use technology for teaching and learning in the foundation phase. This study explored the challenges experienced by foundation phase teachers in using technology for teaching and learning in two schools in one district in Gauteng Province: South Africa. The Technological Pedagogical Content Knowledge framework was used as a lens to understand the challenges experienced by foundation phase teachers. The authors applied a qualitative research approach within the interpretivist paradigm to explore and understand participants' lived experiences of their challenges. Purposive sampling was used to select eight foundation phase teachers from two schools in Gauteng Province. The findings revealed that most teachers experienced challenges due to lack of knowledge and understanding of how to use technology effectively for teaching and learning; a lack of support from management to promote the use of technology and inadequate, inappropriate and outdated technological resources and equipment. Teachers also indicated that they did not enjoy the support from their senior managers and education officials. They recommended that all teachers undergo focused training and development on the use of technology for teaching and learning and that the education department should consult teachers and ensure that all systems are in place prior to mandating the implementation of technology in the foundation phase.
“…(10) Technophobia (TP) -TP is the anxiety around future interactions with any technological component (Purushothaman and Zhou, 2014). Students who exhibiting this phobia (unlike barrier 3) are actively dismissive new technology and unwilling to use technology for the means of learning (Juutinen et al, 2011;Khasawneh, 2018).…”
Section: Understanding the Tipec Individual Barriersmentioning
confidence: 99%
“…Masoumi and Lindström (2012) also mention social support as being necessary to bring students into a e-learning environment, with effectiveness of support determining the perceived quality from the learners' perspective.Technophobia (TP) – TP is the anxiety around future interactions with any technological component (Purushothaman and Zhou, 2014). Students who exhibiting this phobia (unlike barrier 3) are actively dismissive new technology and unwilling to use technology for the means of learning (Juutinen et al , 2011; Khasawneh, 2018). Computer anxiety (CA) – CA is the anxiety around interaction with computers; however, some other technologies are used without concern (Powell, 2013).…”
Section: Understanding the Tipec Individual Barriersmentioning
confidence: 99%
“…The literature highlights many potential barriers to e-learning system success (e.g. Kunene and Barnes, 2017; Juutinen et al , 2011; Yunus et al , 2009; Aldowah et al , 2015; Panda and Mishra, 2007; Andreea and Elena, 2020; Leary and Berge, 2006; Andersson and Grönlund, 2009), which really need to be identified and effectively managed, if e-learning systems are going to continue to be used once face-to-face options return. To summarise implementation barriers, Ali et al (2018) developed the technology, individual, pedagogy and enabling conditions (TIPEC) framework, which identified 68 unique theoretical barriers to e-learning implementation success.…”
PurposeCoronavirus disease 2019 (COVID-19) has had global repercussions on use of e-learning solutions. In order to maximise the promise of e-learning, it is necessary for managers to understand, control and avoid barriers that impact learner continuance of e-learning systems. The technology, individual, pedagogy and enabling conditions (TIPEC) framework identified theoretical barriers to e-learning implementation, i.e. grouped into four theoretical concepts (7 technology, 26 individual, 28 pedagogy and 7 enabling conditions). This study validates the 26 theoretical individual barriers. Appreciating individual barriers will help the e-learning implementation team to better scope system requirements and help achieve better student engagement, continuation and ultimately success.Design/methodology/approachData were collected from 344 e-learning students and corporate trainees, across a range of degree programs. Exploratory and confirmatory factor analysis was used to define and validate barrier themes. Comparison of results against the findings of Ali et al. (2018) allows comparison of theoretical and validated compound factors.FindingsResults of exploratory and confirmatory factor analysis combined several factors and defined 16 significant categories of barriers instead of the 26 mentioned in the TIPEC framework.Originality/valueIndividual learner barriers, unlike technology and pedagogy barriers which can be directly identified and managed, appear abstract and unmanageable. This paper, considering implementation from the learner perspective, not only suggests a more simplified ontology of individual barriers but presents empirically validated questionnaire items (see Appendix) that can be used by implementation managers and practitioners as an instrument to highlight the barriers that impact individuals using e-learning factors. Awareness of individual barriers can help the content provider to adapt system design and/or use conditions to maximize the benefits of e-learning users.
“…The Levenberg-Marquardt algorithm (LM) (Juutinen and Saariluoma 2007) is an approximation to the Newton method (cf. Figure 2) used also for training ANNs.Figure 2 Flow chart of Levenberg-Marquardt.…”
The purpose of this study was to compare the performance of two methods for gravity inversion of a fault. First method [Particle swarm optimization (PSO)] is a heuristic global optimization method and also an optimization algorithm, which is based on swarm intelligence. It comes from the research on the bird and fish flock movement behavior. Second method [The Levenberg-Marquardt algorithm (LM)] is an approximation to the Newton method used also for training ANNs. In this paper first we discussed the gravity field of a fault, then describes the algorithms of PSO and LM And presents application of Levenberg-Marquardt algorithm, and a particle swarm algorithm in solving inverse problem of a fault. Most importantly the parameters for the algorithms are given for the individual tests. Inverse solution reveals that fault model parameters are agree quite well with the known results. A more agreement has been found between the predicted model anomaly and the observed gravity anomaly in PSO method rather than LM method.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
