Measuring university students’ technostress in technology-enhanced learning: Scale development and validation

Wang, Xinghua; Tan, Seng Chee; Li, Lü

doi:10.14742/ajet.5329

Cited by 45 publications

(54 citation statements)

References 46 publications

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“…However, in the three referenced research cases, the sample sizes are narrower (441, 267, and 537 cases reviewed) and, at the same time, they do not correspond to a study with a sample at the national level. Objectives of other technostress studies, published in 2020, with relative samples including 1462 cases [12] and 1744 cases [13], focused on the techno stressors of higher education students.…”

Section: Discussionmentioning

confidence: 99%

“…To measure technostress, the instrument was first validated, using a Confirmatory Factor Analysis (CFA), which is used in previous studies of technostress [12,13,[33][34][35][36]. In this case, the Lavaan package [37] of the RStudio statistical software (RStudio Team, Boston, MA, USA) has been used.…”

Section: Methodsmentioning

confidence: 99%

“…The stress associated with the use of ICT has been studied in different contexts [11], including at the level of university education [12,13]. Among the main reasons teachers experience techno-stresses are individual problems, technical problems, education-oriented problems, health problems, and time problems.…”

Section: Introductionmentioning

confidence: 99%

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Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking

Estrada-Muñoz

Vega-Muñoz

Castillo

et al. 2021

IJERPH

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This article shows the levels of technostress in primary and secondary education teachers in Chile, in the context of educational telework that Chile has adopted in connection with the health crisis by COVID-19. The information has been collected with the use of the RED-TIC scale, previously used in this country, whose validity and reliability of the instrument has been treated, for this case, with confirmatory factorial analysis (CFA) with a national coverage sample of 3006 teachers. The results show that 11% of teachers reveal techno anxiety and 7.2%, techno fatigue. Combining both manifestations, we find that 6.8% of teachers are techno stressed. Finally, fatigue and anxiety factors are higher for female teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking

Estrada-Muñoz

Vega-Muñoz

Castillo

et al. 2021

IJERPH

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“…On the other hand, previous findings revealed a negative impact of ICT methods that require active participation by students [58]. This negative effect is significantly reduced if teachers have a high level of digital competence [58].…”

Section: Use Of Ictmentioning

confidence: 93%

“…As for students, no negative effects of technology caused by technostress on students when using mobile devices have been shown [57]. On the other hand, previous findings revealed a negative impact of ICT methods that require active participation by students [58]. This negative effect is significantly reduced if teachers have a high level of digital competence [58].…”

Section: Use Of Ictmentioning

confidence: 93%

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

et al. 2020

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Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

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The Impacts of Online Education on Ecology of Learning and Social Learning Processes

Bağcı

2022

Educational Theory in the 21st Century

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Developments in the IT sector and technological advancements around the world have forced educational systems to also change accordingly. Radically affecting the usual flow and order of economic and social life around the world, the global COVID-19 pandemic and social isolation have generated rapid changes. The ongoing process has revealed no previous preparations to have occurred or principles to have been designed for dealing with unforeseen circumstances in terms of matters ranging from internet infrastructure to technological equipment, digital educational tools, access to content, education managers, educators, students, and parents, digital literacy, and social learning environments. A future remodeling of social learning processes, particularly the role of school, ecology, and models of learning is predicted. Education is expected to become a hybrid system composed of face-to-face and online learning processes paralleling one another, whereas teaching is predicted to take place over digital platforms through different modules and software programs. Evaluation, accreditation, and certification are fully expected to take place digitally. Schools will be reshaped with a functional mission in mind, paying special attention to behavior, ethics, consciousness, values, culture, civilization, history, art, and sports; the development of skills, socialization, group work, and teamwork; social and psychological development; and analytical thinking. Rather than engaging in theoretical discussions, this article will tackle the predomination of digitalization and the effect of online education policies and applications on social learning processes as well as the ecology of learning. This article will present solutions, analyzing these matters regarding their pedagogical as well as problematic dimensions.

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Measuring university students’ technostress in technology-enhanced learning: Scale development and validation

Cited by 45 publications

References 46 publications

Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking

Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

The Impacts of Online Education on Ecology of Learning and Social Learning Processes

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