Technological Aspects for Pleasant Learning: A Review of the Literature

Quezada, Ramiro; Rivera, Luis; Delgadillo, Rosa; Cajo, Byron Geovanny Hidalgo

doi:10.3390/informatics8020025

Cited by 2 publications

(2 citation statements)

References 84 publications

(228 reference statements)

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“…In this context, multiple non-cognitive factors in the educational field, such as selfconfidence, grit, and self-efficacy, can shape the desired learning outcomes [9]. In addition, cognitive factors such as ease of use are a strong facilitator of perceived usefulness of digital tools [10,11]. Literature has provided ample data that confirm the associations between self-confidence, grit, and self-efficacy [9,12,13] but also between ease of use and usefulness as key predictors of digital educational tool adoption [14].…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Self-Confidence, Self-Efficacy, Grit, Usefulness, and Ease of Use of eLearning Platforms in Corporate Training during the COVID-19 Pandemic

2021

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This exploratory study contributes to the understanding of self-confidence as a predictor of self-efficacy, ease of use, and usefulness of eLearning platforms in corporate training. The present research explored the relationship among the employees’ beliefs regarding self-confidence, grit, ease of use, self-efficacy, and usefulness of eLearning platforms in their workplace during the COVID-19 pandemic. In total, 307 responses from Romanian employees who used eLearning platforms in corporate training (females = 60.3%, males = 39.7%, age range of less than 24 years (12.1%) to over 55 years (6.2%)) were exploited for research. Data were analyzed through a path analysis model. Results indicate that grit (i.e., consistency of interest), self-efficacy, and perceived ease of use of eLearning platforms were considerably directly influenced by the self-confidence variable. Usefulness was directly influenced by the ease of use and was indirectly influenced by self-confidence. Mediation analysis indicated that full mediation occurs only through the ease of use of eLearning platforms variable in the relationship between self-confidence and usefulness. A unit increase in self-confidence will increase the expected value of grit by 0.54 units (t = 8.39, p < 0.001), will indirectly increase the expected value of usefulness through ease of use by 0.15 units (t = 2.39, p = 0.017), and will increase the expected value of self-efficacy by 0.53 units (t = 6.26, p < 0.001). In addition, perceived ease of use of eLearning platforms in corporate training fully mediated the relationship of usefulness regressed on self-confidence (β = 0.20, t = 2.51, p = 0.012). These novel results reveal the contributions of self-confidence, consistency of interest as a grit dimension, and ease of use of eLearning platforms in predicting lifelong learning solutions, which improve business outcomes. The related investigation and consequences were further considered.

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Section: Introductionmentioning

confidence: 99%

The Relationship between Self-Confidence, Self-Efficacy, Grit, Usefulness, and Ease of Use of eLearning Platforms in Corporate Training during the COVID-19 Pandemic

2021

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“…are harmonious. The process can ultimately create pleasant learning, encourage strong motivation and interest in learning, empower students and teachers, and ease the burden on society as education stakeholders [17].…”

Section: Educational Administration System: Post-pandemic Challengesmentioning

confidence: 99%

Online-Based Performance Report Service: An Effort to Reduce Teachers' Administrative Workload

Hermawan,

Olayiwola

2024

KSS

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During the pandemic, the demand for professionalism has become a new administrative workload for teachers in their academic careers. The biggest source of stress for teachers comes from the lack of administrative support; it amounts to 34% and is the number one cause of stress. For example, many teachers in Indonesia work in remote and geographically challenging areas far from the government offices that oversee them. This study examines the model and strategies for effective administrative services to support teachers in the new normal. A descriptive analysis was employed for the study. Data were collected from participatory observations and semi-structured interviews with 8 key informants at 4 education offices at a regency level. It was supported by an inductive analysis to answer the question related to the extent to which the online-based performance report service could reduce teachers’ workload and help for better recording of performance data. The findings implied that the online-based performance report service could reduce the problem in the direct or offline system of teacher administration services. The program will be successful under 3 main aspects of suitability: (1) between the program and its benefits, (2) between the program and the implementation, and (3) between the program and the implementing organizations. In conclusion, the online-based administration system will be effective if inhibiting factors are eliminated, including the long bureaucratic process and dual loyalty in our education sector. Keywords: administrative service, education policy, SISDUPAK

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Technological Aspects for Pleasant Learning: A Review of the Literature

Cited by 2 publications

References 84 publications

The Relationship between Self-Confidence, Self-Efficacy, Grit, Usefulness, and Ease of Use of eLearning Platforms in Corporate Training during the COVID-19 Pandemic

The Relationship between Self-Confidence, Self-Efficacy, Grit, Usefulness, and Ease of Use of eLearning Platforms in Corporate Training during the COVID-19 Pandemic

Online-Based Performance Report Service: An Effort to Reduce Teachers' Administrative Workload

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