From disconnected to connected: Insights into the Future of Distance Education and Web 2.0 Tools in Higher Education

Venkatesh, Vivek; Jedwab, Jack; Rabah, Jihan; Thomas, Tieja; Varela, Wynnpaul; Alexander, Kristopher

doi:10.7202/1035575ar

Cited by 6 publications

(5 citation statements)

References 14 publications

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“…Venkatesh et al ( 2013 ) point out that North America and European countries had already reached a "tipping point" (p. 6); the use of ICTs is going beyond individual instructors to having support at the institutional level. Venkatesh et al ( 2013 ) continue that "…we are also witnessing a growing trend to incorporate increasingly sophisticated ICT tools in education. These may be signs of future indispensability …" (p. 8).…”

Section: Introduction To Problemmentioning

confidence: 99%

A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education

Lynch

Sage

Hitchcock

et al. 2021

Int J Educ Technol High Educ

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Pedagogical foundations exist for incorporating technology in instruction; however, these foundations have not kept pace with technology's evolution. Through the use of Information Communication Technologies (ICTs), students now can share content directed at external audiences, i.e., audiences other than the instructor. These audiences are referred to as authentic audiences as they are public-facing and exist outside of the classroom. The existing literature offers evidence of student satisfaction with assignments directed at appealing to external audiences, however, the literature provides no comprehensive pedagogical rationale for assignments directed at authentic audiences wherein the goals are self-determined. The authors discuss the theory of heutagogy, the study of self-determined learning, as an approach for assessing assignments that utilize ICTs and are directed at authentic audiences. Finally, the authors offer an approach for the assessment of these assignments, including a rubric.

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Section: Introduction To Problemmentioning

confidence: 99%

A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education

Lynch

Sage

Hitchcock

et al. 2021

Int J Educ Technol High Educ

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“…TAM posits that pre-service teachers' acceptance is determined by two key dimensions, namely perceived usefulness and ease of use (cf. Venkatesh et al, 2013). These dimensions are included in the attitudes scale used in this study.…”

Section: Pre-service Teachers' Ict Profilesmentioning

confidence: 99%

A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!

Tondeur

Scherer

Siddiq

et al. 2017

AJET

105

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This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether preservice teachers can be clustered on the basis of their TPACK, a typical set of ICT-related characteristics (e.g., general ICT attitudes, attitudes towards ICT in education, ease of use, ICT self-efficacy), and the perceived support at their training institution to adequately integrate ICT in education. Data were collected from a sample of 688 last-year pre-service teachers in 18 teacher training institutions in Flanders (the Dutch-speaking part of Belgium). Using correlational and latent profile analysis, the results suggest that: (1) two profiles can be distinguished, (2) TPACK and other individual ICT-related characteristics are positively correlated, and (3) pre-service teachers in a profile with strong TPACK, attitudes, and self-efficacy scores also report high scores on the support they perceive at their teacher training institution. Implications for the role of teacher training institutions are discussed with a specific focus on how to close the gap between the two identified profiles.

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“…As distance education could ensure that sustainability is achieved to a great measure, the advances in technology are important for the future of distance education (Rovai and Downey, 2010;Venkatesh et al, 2013). By providing the appropriate tools and techniques for individuals to access and organize information, the existing distance education practices that maximize learner independence can be sustained (Swan, Garrison and Richardson, 2009).…”

Section: Distance Education and Sustainabilitymentioning

confidence: 99%

Developing Measures for the Effectiveness of Distance Education as Regards Sustainability: The Mixed Method Approach

Harizan¹,

Hilmi²

2021

Turkish Online Journal of Distance Education

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Distance education has been acknowledged as a mechanism through which sustainable development can be achieved. The objective of the study is to develop the instrument that measures the effectiveness of distance education in inculcating sustainability among distance learners as the researchers have observed the absence of comprehensive and contextually appropriate measures for the effectiveness of distance education in nurturing sustainability. A mixed method research design was employed by following the six-phase sequential exploratory instrument development process. The quantitative validation of the instrument was done via a survey on 663 learners from the selected public universities in Malaysia. The SmartPLS 3 used by the researchers, produced a new 61-item measure of the effectiveness of distance education as regards sustainability. The findings have enabled the establishment of a comprehensive and contextually appropriate measurement tool applicable to a larger population of distance learners. It also provides an evaluation tool for practitioners in determining the effectiveness of distance education programs and courses that have led to the attainment of sustainability outcome among learners. Future studies may pursue further processes to improve the rigor and construct validation of the instrument besides uncovering other areas which are necessary to be incorporated in the scope of the measures.

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From disconnected to connected: Insights into the Future of Distance Education and Web 2.0 Tools in Higher Education

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Cited by 6 publications

References 14 publications

A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education

A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education

A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!

Developing Measures for the Effectiveness of Distance Education as Regards Sustainability: The Mixed Method Approach

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