The Impact of ICT on Student Performance in Higher Education: Direct Effects, Indirect Effects and Organisational Change

Youssef, Adel Ben; Dahmani, Mounir

doi:10.7238/rusc.v5i1.321

Cited by 82 publications

(88 citation statements)

References 37 publications

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“…Blended learning will be implemented using Bricolage approach model. The researcher attempted to answer the following research questions: (1) …”

Section: F Goal and Research Questionsmentioning

confidence: 99%

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Implementing Blended Learning in an Impoverished Academic Institution Using a Bricolage Approach Model

Aguinaldo¹

2013

IJIET

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Abstract-The researcher implemented blended learning in an impoverished academic institution using a Bricolage approach model. The study resulted to high acceptability rate of e-learning usage despite of the socio-economic profile of the student's parents, unavailability of internet connection and inadequacy of technological resources of Isabela State University San Mateo Campus. This implies that blended learning can be implemented successfully using the right blend of online learning and face-to-face learning following the Bricolage approach model.

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“…Blended learning will be implemented using Bricolage approach model. The researcher attempted to answer the following research questions: (1) …”

Section: F Goal and Research Questionsmentioning

confidence: 99%

“…Teaching and learning requires financial stability for universities as a learning organization [1]. The advent of technological advancement in education requires tremendous cost and the most barrier to learning as cited by [2].…”

Section: Introductionmentioning

confidence: 99%

Implementing Blended Learning in an Impoverished Academic Institution Using a Bricolage Approach Model

Aguinaldo¹

2013

IJIET

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“…TIK telah menjadi alat utama pada dunia pendidikan saat ini [1], tidak saja dimanfaatkan untuk mendukung proses belajar mengajar, namun juga untuk meningkatkan manajemen pengelolaan dan administrasi pendidikan [2], [3], [4].…”

Section: Pendahuluanunclassified

Model Pengukuran Konstruks Adopsi Inovasi E-Learning

Suarta¹,

Suwintana²

2013

Jurnal Sistem Informasi

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AbstrakPemanfaatan e-learning di Politeknik Negeri Bali masih relatif baru. Sebagai inovasi baru, adopsi e-learning rentan terhadap penolakan. Dibutuhkan adanya informasi dalam mengurangi ketidakpastian dari adopsi e-learning tersebut. Tujuan penelitian adalah: (1) mendeskripsikan faktor-faktor adopsi inovasi e-learning; dan (2) menguji model pengukuran adopsi inovasi e-learning. Penelitian dilaksanakan menggunakan pendekatan kuantitatif dengan metode survei. Jumlah sampel sebanyak 130, dipilih dari staf pengajar yang pernah mengikuti pelatihan e-learning di setiap program studi di Politeknik Negeri Bali. Tingkat partisipasi responden (respons rate) mencapai 86,9%. Data dianalisis secara deskriptif kuantitatif dan analisis faktor konfirmatori. Adopsi inovasi e-learning dijelaskan oleh lima karakteristik yaitu keunggulan relatif, kompatibilitas, kompleksitas, trialability, dan observability. Faktor keunggulan relatif mempunyai rerata tertinggi (3,92), yang kemudian berturut-turut diikuti oleh trialability, observability, kompatibilitas, serta faktor kompleksitas mempunyai rerata terendah (2,99). Berdasarkan nilai muatan faktor serta reliabilitas konstruk ditemukan bahwa variabel-variabel yang diamati mampu menjelaskan faktor-faktor yang menjadi karakteristik adopsi e-learning. Dengan demikian kelima karakteristik e-learning dinyatakan valid sebagai model pengukuran adopsi inovasi elearning dengan nilai p=0,00224 dan RMSEA=0,060. Kata-kata kunci: model pengukuran, adopsi, inovasi, e-learning AbstractThe e-learning usage in Bali State Polytechnic is relatively new. As a new innovation, adoption of e-learning is vulnerable to rejection. It takes information to reduce uncertainty the adoption of e-learning. The research objectives are: (1) describe the adoption factors of e-learning innovation; and (2) confirmatory tests of the adoption e-learning innovation construct. The research was conducted using a quantitative approach with a survey method. Sample size are 130, representing of faculty members in each study program Bali State Polytechnic. The response rate in this study was 86.9%. Data were analyzed by descriptive quantitative and confirmatory factor analysis. Adoption of e-learning innovations described by five characteristics: relative advantage, compatibility, complexity, trialability, and observability. Relative advantage has the highest average (3.92), followed by trialability, observability, compatibility, and complexity has the lowest average (2.99). Based on loading factor and constructs reliability, the observed variables are able to explain the factors that characterize adoption of e-learning. Thus, five characteristics e-learning is valid as a measurement model adoption of e-learning innovation with p-value=0.00224 and RMSEA=0.060.

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“…Related to the statement above, about the use of technology on learning, a study done by Kulik (1994 as cited in Youssef & Dahmani, 2008) showed that the use of ICT by students on learning, especially the involvement of ICT-based instruction, made students earn higher score than those who did not use computer. However, it was also found that one of the certified teachers rarely used media on teaching-learning process.…”

Section: Professional Competencementioning

confidence: 99%

Teacher certification policy in Indonesia: Evidence from certified English teachers at one public high school

Mukminin

Haryanto

Murboyono

et al. 2016

TOJQI

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The purpose of this mixed methods study was to examine students' perception towards their certified English teachers in Jambi, Indonesia. The data of this study were collected through questionnaire and focus group discussion. The data collected were senior high students' perception on the certified English teachers' personal, pedagogical, social, and professional competences. 95 participants consisting of 78 female and 17 male students were involved in this study. The questionnaire data were analyzed statistically and the focus group discussion data were analyzed qualitatively to support the primary data. The findings of the study indicated that students gave their positive responses through questionnaire to four teachers' competences consisting of personal, pedagogical, social, and professional competences while the results of focus group discussion exhibited negative responses to personality of the teachers, and professional competences. This study provides information for policymaker to evaluate the certification policy in Indonesia. Policy recommendations and implications of findings and future research are also discussed. Keywords: Certified English teachers, teachers' competence, Indonesian teachers1 University of Jambi, Faculty of Education, Indonesia, eharyanto@yahoo.com 2 University of Jambi, Faculty of Education, Indonesia, amirmuk06@gmail.com 3 University of Jambi, Faculty of Education, Indonesia, murboyono@gmail.com 4 University of Jambi, Faculty of Education, Indonesia, azza_unja@yahoo.com 5 University of Jambi, Faculty of Education, Indonesia, amirmuk@yahoo.com

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The Impact of ICT on Student Performance in Higher Education: Direct Effects, Indirect Effects and Organisational Change

Cited by 82 publications

References 37 publications

Implementing Blended Learning in an Impoverished Academic Institution Using a Bricolage Approach Model

Implementing Blended Learning in an Impoverished Academic Institution Using a Bricolage Approach Model

Model Pengukuran Konstruks Adopsi Inovasi E-Learning

Teacher certification policy in Indonesia: Evidence from certified English teachers at one public high school

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