Facing Challenges of Covid-19: The Perspective of China and Ethiopia Educational Institutions

Chen, Chang; Aytenew, Getaye

doi:10.26737/jetl.v6i1.2288

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…The student’s need to master digital competences has been perceived as being more necessary in the current state of pandemic (COVID-19) we are experiencing (Christopoulos & Sprangers, 2021 ) in which a high degree of mastery has been required to advance in education (Chang & Aytenew, 2021 ), and to be able to function in virtual learning environments (Learning Management Systems, LMS), to which the education process greatly shifted during this period (Sumardi et al, 2021 ). Assuming an online modality where the use of the ICT is constant implies that students dedicate more of their time for studying, for independently searching for additional information, for sharing, for collaborating, and ultimately, for taking on the reins of their own learning (Ariebowo, 2021 ), obtaining a better academic performance as compared to students who are enrolled in in-person modalities, in which a continuous contact with technology does not exist (Soffer & Nachmias, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Digital Competence of Higher Education Students as a Predictor of Academic Success

Cabero‐Almenara

Castillo²,

Guillén‐Gámez³

et al. 2022

Tech Know Learn

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The purpose of the present study is to analyze the digital competence of Higher Education students, as a function of their academic performance (have either repeated or a not previously), as well as to predict its significant predictors. For this, an ex-post factor and a sample of 17,301 students from Chile (Latin America) were utilized. A questionnaire composed of a total of 30 items, classified into five endogenous and exogenous dimensions through a causal model, adapted from the works of Gutiérrez-Castillo (Estudio de la competencia digital del alumnado de educación superior. Un análisis de las titulaciones de grado de educación infantil y primaria en la comunidad autónoma de Andalucía. [Tesis doctoral inédita]. Universidad de Sevilla, 2017), Gutiérrez-Castillo & Cabero (Profesorado, Revista De Currículum Y Formación Del Profesorado 20:180–199, 2016) and Gutiérrez-Castillo et al. (Espacios 38:16, 2017), was administered via online to the students. The results showed statistically significant differences in digital competence, as a function of repeating an academic year or not, with better scores for the latter. Also, factors such as the number of digital resources utilized for the teaching–learning process, the previous preparation for managing their studies, as well as the level of education of the parents, mainly the father, significantly had an influence on both types of students. This study highlights the importance of the development of an adequate digital competence which has an influence on the learning of the students and their posterior class promotion.

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Section: Introductionmentioning

confidence: 99%

Digital Competence of Higher Education Students as a Predictor of Academic Success

Cabero‐Almenara

Castillo²,

Guillén‐Gámez³

et al. 2022

Tech Know Learn

View full text Add to dashboard Cite

show abstract

“…The COVID-19 pandemic prompted a reflection on the level of digital competence in students and educators, and the need to find new ways to generate virtual cooperative learning spaces to enable users to learn beyond the screen for video conferencing on Teams or Zoom (Chang & Aytenew, 2021;Christopoulos & Sprangers, 2021;Scully et al, 2021;Sumardi et al, 2021). Undoubtedly, learning in ubiquitous contexts requires new didactics and self-learning strategies based on digital devices and resources to allow students to make the most of the potential of digital tools to improve their learning and socialization in virtual settings (Ariebowo, 2021;Soffer & Nachmias, 2018).…”

Section: University Students' Digital Competencementioning

confidence: 99%

Analysis of predisposition in levels of individual digital competence among Spanish university students

et al. 2023

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The objective of this study was to identify university student profiles with different levels of predisposition and usage of digital competences in social communication and collaborative learning (CSCCL) as well as technology use in information search and treatment (CSTI). The sample comprised 383 students from three state universities in Spain. The study employed a questionnaire called “basic digital competences 2.0 in university students” (COBADI). Chi-squared automatic interaction detection (CHAID) algorithm was used for data analysis due to its capability to handle both quantitative and qualitative variables, enabling profiling and the generation of predictive models with easily interpretable graphical representations (decision trees). The results revealed a high level of digital competence in socialization and execution of tasks online, managing digital tools for planning study time, and using resources for information searching and browsing. These findings align with previous works on collaborative writing on the Internet and digital competence. However, students demonstrated low digital competence in data analysis processes and image production using social software apps, which has been linked to task complexity and heavy workload in other studies. Interestingly, the students’ sociodemographic characteristics (age, sex, and university attended) did not influence their predisposition towards the analyzed digital competences. In conclusion, enhancing effective digital teaching in higher education can be achieved by incorporating the teaching of critical analysis of information, addressing information overload, providing instruction on social software apps, and emphasizing collaborative learning. These strategies aim to help students acquire and apply knowledge relevant to the current job market.

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“…Unlike today, History Subject is done through online learning during the COVID-19 pandemic. In the face of reduced communal activities, online learning is the most practical alternative (Sanoto, 2021); and (Chang & Aytenew, 2021). Therefore, the effectiveness of History Subject is highly dependent on the teacher's teaching strategies, History Subject models, history materials and textbooks, and the professionalism of history teachers.…”

Section: Introductionmentioning

confidence: 99%

Microsoft Office 365 on Learning History Subject

Jamiludin

Darnawati

Linta

et al. 2021

J. Edu. Teach. Learn.

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This research aimed at knowing the students' perception of Microsoft Office 365 on learning history. This research used a quantitative descriptive design. It was conducted at SMAN 4 Kendari, Southeast Sulawesi. The sample of this study was students in XI-1 grade. The students were 46. Research instruments used questionnaires and interviews. The result showed that the students had a positive response toward the use of Microsoft Office 365. Besides, 87% of students agree that they can understand History Subject during online learning. The most frequently used features were Teams (95.7%), SharePoint (2.2%), and Forms (2.2%). THowever, the obstacle of using this application is if students do not have facilities such as a good internet network, and laptops.

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Facing Challenges of Covid-19: The Perspective of China and Ethiopia Educational Institutions

Cited by 4 publications

References 12 publications

Digital Competence of Higher Education Students as a Predictor of Academic Success

Digital Competence of Higher Education Students as a Predictor of Academic Success

Analysis of predisposition in levels of individual digital competence among Spanish university students

Microsoft Office 365 on Learning History Subject

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