Kyrgyz learners’ and teachers’ experiences and perceptions related to ICT use in high school courses

Considering the distinct particularities of emergency remote education (ERE) and the urgent need for new or adjusted measurement models, this study develops and validates a multidimensional instrument to measure students' attitude towards ERE. The Remote Learning Attitude Scale (RLAS) was explored and validated on a sample of 142 students participating in fully remote teaching and learning university programmes during the covid-19 crisis, in Greece. The exploratory factor analysis clearly revealed five dimensions, and the model was evaluated through PLS-SEM confirmatory factor analysis. The study also found that the students' field of study and prior experience in distance learning cause differentiations in RLAS dimensions, while gender and age make no statistical differences. Results indicate that RLAS is a practical and effective tool for evaluating the university students' attitude towards remote as opposed to traditional teaching and learning.

show abstract

“…in accordance with the recent work ofAdanır et al (2020) who examined students' attitude towards ICT-based courses in higher education.…”

supporting

confidence: 84%

Development and validation of a students’ remote learning attitude scale (RLAS) in higher education

2021

View full text Add to dashboard Cite

show abstract

“…For example, while Fidalgo et al [6] applied a questionnaire to the students in their study, Bagriacik [7] and Gaytan [10] evaluated the perception of distance education with qualitative data analysis in their study. In some articles, mixed research models were used in which both quantitative and qualitative data were analysed [8,9,[11][12][13]. They used questionnaires to collect quantitative data in mixed research models.…”

Section: Discussionmentioning

confidence: 99%

“…Many studies examine the perceptions of distance education according to the graduate/undergraduate students, lecturer/instructor, department/faculty/institution, courses and different countries where they study [6][7][8][9][10][11][12][13]. A large number of different studies have been conducted in which a questionnaire was applied to measure the perception of distance education among medical students [14][15][16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Distance education perception scale for medical students: a validity and reliability study

2021

View full text Add to dashboard Cite

Background There are major changes in education strategies as higher education institutions urgently need to adopt distance education tools and practices due to the Covid-19 pandemic. Medical education is also trying to get out of this emergency using distance education. In this study, we aimed to develop a reliable and valid scale in order to evaluate the perceptions of medical students towards distance education. Methods The students taking part in the study were in the first five academic years of the medical faculty in Bursa in Turkey. At first, 57 items were determined to evaluate students’ perceptions. Content validity was examined according to the assessment of the expert team. Construct validity of these items was examined by exploratory and confirmatory factor analysis. Also, Cronbach’s alpha coefficients were calculated for reliability analysis. The medical students’ responses were scored using a five-point Likert scale. Results When the content validity was examined, the number of items was determined to be 38 items. Construct validity of these items was examined by exploratory and confirmatory factor analysis. Because of the exploratory factor analysis performed on the responses of 429 medical students, 22 items were included in four factors. This four-factor model was applied to 286 medical students and validated by confirmatory factor analysis. Also, Cronbach’s alpha coefficients were calculated for reliability analysis and values were between 0.713 and 0.930. Conclusions This study demonstrated validation and reliability of perceptions of distance education for medical students. We suggest a 22-item model with a four-factorial scale.

show abstract

“…Thus, the duration in the current study was lower than expected due to learners in rural areas having limited internet access, and as a result, lack of access to the course videos. The lack of consistent internet access amongst the Kyrgyz learners was brought to the attention of Kyrgyz officials and the telecom industry, who stated they would address the internet access problems within their country (Adanır et al 2020). Thus, improving learners' internet access should increase the amount of time they utilise instructional videos.…”

Section: Discussionmentioning

confidence: 99%

University learners’ utilisation of online videos in a general chemistry course

Adanır

Muhametjanova

Borkoev

et al. 2022

Research in Learning Technology

Self Cite

View full text Add to dashboard Cite

The effectiveness of course videos needs to be analysed, and in doing so, it is important to consider the utilisation behaviours and opinions of learners. In this regard, this study was primarily conducted to analyse Kyrgyz learners’ utilisation of videos in a general chemistry course provided at the university level. This study was conducted during the 2019–2020 spring term at a state university in the Kyrgyz Republic and was structured using a mixed-method approach. The total number of participants was 105 Kyrgyz learners studying at the undergraduate level. Quantitative data were collected through an online survey, which consisted of demographic questions and items related to the utilisation of chemistry videos. Qualitative data were obtained through in-depth interviews with 13 learners. It was demonstrated through the data that learners used chemistry videos for 1–2 h per week. Also, the learners’ utilisation did not change with regard to their success from watching the videos. Learners’ utilisation of the chemistry videos was based on five factors: intrinsic motivation, self-concept of ability, self-perception of conscientiousness, video use and expectations of an online video library. This study also provided results regarding Kyrgyz learners’ problems and suggestions related to their utilisation of the videos.

show abstract

Kyrgyz learners’ and teachers’ experiences and perceptions related to ICT use in high school courses

Cited by 6 publications

References 11 publications

Development and validation of a students’ remote learning attitude scale (RLAS) in higher education

Development and validation of a students’ remote learning attitude scale (RLAS) in higher education

Distance education perception scale for medical students: a validity and reliability study

University learners’ utilisation of online videos in a general chemistry course

Contact Info

Product

Resources

About