Examining Factors of Using Information and Communication Technologies for E-Learning Organization

Matviichuk, Liudmyla; Kukhar, Liudmyla; Nataliia, Hnedko

doi:10.24195/2414-4665-2017-6-11

Cited by 4 publications

(8 citation statements)

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“…In this sense, the different studies range from the Primary Education stage, such as the research carried out by Chen & Lin (2016), as well as Secondary Education (Huertas & Pantoja, 2016;López-Faicán & Jaén, 2020) Matching teaching to actual social and business demand by applying the teaching method under study in teaching practice Thus, as could be seen in Table 1 above that almost all the studieswere aimed at investigating on the different variables in the student body. In contrast, the studies conducted by Matviichuk et al (2017) and by Lin and Jou (2013) were aimed at analyzing the influence of ICT on teaching staff. In addition, another study, was aimed at knowing the opinion of teachers and students on the use of ICT in the teaching of the subject (Huertas & Pantoja, 2016).…”

Section: Description Of Selected Studiesmentioning

confidence: 99%

“…Regarding the place of publication, 13 investigations were carried out in Spain as, for example, those conducted by Hinojo et al (2020) In contrast, other places such as Saudi Arabia (Alenezi, 2020), China (Zhao, 2015), Costa Rica (Sandí, 2020), Kenya (Kanorio, 2015), Morocco (Ohuerrou et al) and the Netherlands (Bass et al, 2013), research was conducted, respectively. Similarly, it happened in Pakistan (Jan et al, 2018), Russia (Jan et al, 2019), Singapore (Kowitlawakul et al, 2017), Texas (Gerhart et al, 2015) and Ukraine (Matviichuk et al, 2017), places where a study was conducted, in order to investigate on the different objectives exposed.…”

Section: Description Of Selected Studiesmentioning

confidence: 99%

“…For their part, Ahmad et al (2015) applied measurement instruments to analyze students' ICT skills. Particularly, the Computer Efficacy Scale of Murphy, Coover and Owen (1989), as well as other questionnaires used in different studies (Alenezi, 2020;Amaya-Conforme & Yánez-Rodríguez, 2021;Frolova et al, 2019;Jan et al, 2018;Matviichuk et al, 2017).…”

Section: Description Of Selected Studiesmentioning

confidence: 99%

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A systematic review of the use of ICT and emotional intelligence on motivation and academic performance

Soriano-Sánchez

Jiménez-Vázquez

2022

Technol. Innovations Journal

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El propósito de esta investigación consistió en identificar a través de una Revisión Sistemática (RS) la relación entre Inteligencia Emocional (IE) y uso de las Tecnologías de la Información y Comunicación (TIC) sobre la motivación y el rendimiento académico del estudiante. Para ello, se han realizado dos búsquedas en los recursos electrónicos de carácter científico, tales como Web of Science, Scopus, PubMed, PsycINFO y Dialnet. De este modo, se han obtenido un total de 98 estudios que, tras aplicar los criterios de inclusión y exclusión, quedaron un total de 39 trabajos para revisión. Los resultados muestran que la IE y el uso de las TIC guardan una relación positiva sobre la motivación y el rendimiento académico. Las conclusiones más relevantes apuntan que el nivel de IE favorece el bienestar personal, la mejora de la convivencia escolar y el correcto uso de las TIC. Asimismo, la utilización de recursos digitales en el contexto educacional incrementa la motivación, el rendimiento académico y el logro de los objetivos curriculares en las diferentes etapas educativas. No obstante, se sugiere seguir realizando nuevas investigaciones, de manera que permitan confirmar los hallazgos señalados en el presente trabajo.

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Section: Description Of Selected Studiesmentioning

confidence: 99%

Section: Description Of Selected Studiesmentioning

confidence: 99%

Section: Description Of Selected Studiesmentioning

confidence: 99%

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A systematic review of the use of ICT and emotional intelligence on motivation and academic performance

Soriano-Sánchez

Jiménez-Vázquez

2022

Technol. Innovations Journal

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“…But unfortunately, there are still some limitations that require the creativity of educators to make learning more lifelong. One of the shortcomings in the Seesaw LMS is that there are no comments columns on each assignment given by the instructor, so the instructor must explain the information in detail in each assignment, so that the assignment can be done well by students [33], [34]. The teleconference or videocall feature is also still a limitation of this LMS, but this can also be something to be thankful for because the use of the teleconference feature tends to be costly and a good internet signal.…”

Section: Evaluation Stagementioning

confidence: 99%

Distance Learning Innovations using Learning Management System, Seesaw during the COVID-19 Pandemic

Zulfa¹,

Hasanah²,

Dudung³

2022

Proceedings of the 1st International Conference on Social, Science, and Technology, ICSST 2021, 25 November 2021, Tangerang, In

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This study aims to analyze distance learning innovation using the Seesaw Learning Management System (LMS) in Covid-19 students affected at Universitas Negeri Jakarta. The method used is descriptive qualitative research method. The study was conducted in March and April 2020 in first, second, and third-year students. The research instrument used in the form of an open instrument that can explain student responses to distance learning that has been implemented. Research data obtained in descriptive form. The analysis technique used is descriptive. The results showed that the development of Seesaw as learning media systems can improve learning outcomes, student enthusiasm, creativity, and student discipline in collecting assignments. Seesaw application is considered quite fun and effective for students. Seesaw allows students to upload assignments and get responses from their lecturers in a fun form. Distance learning in some of the subjects tested requires some variation making it easier for students to learn from home. It takes good cooperation between lecturers and students to create quality distance learning.

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“…The impact of information and communication technologies (ICT) has brought many changes in the education system. ICT, including computer applications, mobile technology or recording and communication systems, have become essential and highly relevant items in teaching [1,2]. However, the efficient implementation of ICT into all areas of educational activities is still of the critical priority [3,4].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of E-Learning Resources in Physical Chemistry Teaching

Derkach

2018

ITLT

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Implementation of electronic learning resources into the teaching of chemical disciplines in higher school does not always lead to an improvement in students' mastery of the material. Therefore, the optimal choice of effective electronic resources for the teaching of basic chemical disciplines is an urgent task. The purpose of the work was to identify the resources that are relevant to the teaching of physical chemistry from the point of view of both teachers and students. Specific questionnaires were developed to achieve the goal, and a survey of pedagogical process participants (students and faculty members) was conducted, followed by statistical processing of the survey results. The expediency of usage of 41 e-resources was investigated, and 21 resources were identified as suitable for the study of a university course in physical chemistry. Among them, eight e-resources were found to be important for teaching most topics of the discipline, and so are attributed to universal resources. Another thirteen resources are important for teaching some topics and ineffective for others (specific resources). At the same time, only five universal and eight specific resources are currently used in the practice of the Faculty of Chemistry of Olesj Honchar Dnipropetrovsk National University. Some discrepancies have been identified between teachers and students concerning resource preferences that create the preconditions for the loss of effectiveness of the use of such resources. Since the use of some electronic resources is sensitive to learning styles, existing styles for faculties and students were analysed. The main differences consist in the explicit preferences of the faculty for reflective and global styles, while students are characterised by predominantly active and sequential learning styles. The results obtained regarding the effectiveness of e-resource usage are discussed from the viewpoint of preferences in learning styles characteristic of students and teachers of natural sciences.

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Examining Factors of Using Information and Communication Technologies for E-Learning Organization

Abstract: In the time when information and communication technologies (ICT)

Cited by 4 publications

References 1 publication

A systematic review of the use of ICT and emotional intelligence on motivation and academic performance

A systematic review of the use of ICT and emotional intelligence on motivation and academic performance

Distance Learning Innovations using Learning Management System, Seesaw during the COVID-19 Pandemic

Effectiveness of E-Learning Resources in Physical Chemistry Teaching

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