ICTE and E-Learning: The Case of Private Higher Education Institutions in Morocco

The objective of this research is to identify the factors that influence students' attitudes towards the use of information technology and communication for education (ICTE) in their online learning activities, by using several models, specifically in private higher education in Morocco. Several models have been used to examine the determinants of students' behavioral intention to use ICT in the learning process. Some of these popular models include the Technology Acceptance Model (TAM) and its extension, the Unified Theory of Acceptance and Use of Technology model (UTAUT). In this research, the methodology used is that of a structural equation model in empirical testing and validation of the different hypotheses of our model based on a sample of 400 private higher education students and with the use of software tools for this purpose. The results showed that the intent of learners to use ICT for distance learning was significantly positively influenced by perceived usefulness, ICT quality, ICT output quality, ease of use, and hedonic motivation. Contrary to our previous expectations, facilitative conditions and social influence had no influence on the intention to use. Theoretically, this research aims to contribute to an improved understanding of the determinants of ICTE adoption by learners, by proposing a model that is part of a socio-technical analysis framework. Thus, the expected impact on management objectives is important. Managers will have a good tool, easy and quick to implement, allowing them to evaluate either one or all of the to evaluate either one or all of the variables in the model. The proposed model aims to identify not only the variables operationalized for ICT in a private higher education institution, but should also provide insight into the pathway that leads to its use by learners. The model can be contextualized within Moroccan public universities, contextualized at the regional level in the kingdom, our model can also be studied in other Arab or African countries or those with similar economies. The major limitations of our research are firstly the use of a conceptual model insufficiently based on causal relationships and secondly the failure to use moderating variables (age, level of education, experience)   JEL Classification: A2 Paper type: Empirical researchThe objective of this research is to identify the factors that influence students' attitudes towards the use of information technology and communication for education (ICTE) in their online learning activities, by using several models, specifically in private higher education in Morocco. Several models have been used to examine the determinants of students' behavioral intention to use ICT in the learning process. Some of these popular models include the Technology Acceptance Model (TAM) and its extension, the Unified Theory of Acceptance and Use of Technology model (UTAUT). In this research, the methodology used is that of a structural equation model in empirical testing and validation of the different hypotheses of our model based on a sample of 400 private higher education students and with the use of software tools for this purpose. The results showed that the intent of learners to use ICT for distance learning was significantly positively influenced by perceived usefulness, ICT quality, ICT output quality, ease of use, and hedonic motivation. Contrary to our previous expectations, facilitative conditions and social influence had no influence on the intention to use. Theoretically, this research aims to contribute to an improved understanding of the determinants of ICTE adoption by learners, by proposing a model that is part of a socio-technical analysis framework. Thus, the expected impact on management objectives is important. Managers will have a good tool, easy and quick to implement, allowing them to evaluate either one or all of the to evaluate either one or all of the variables in the model. The proposed model aims to identify not only the variables operationalized for ICT in a private higher education institution, but should also provide insight into the pathway that leads to its use by learners. The model can be contextualized within Moroccan public universities, contextualized at the regional level in the kingdom, our model can also be studied in other Arab or African countries or those with similar economies. The major limitations of our research are firstly the use of a conceptual model insufficiently based on causal relationships and secondly the failure to use moderating variables (age, level of education, experience)   JEL Classification: A2 Paper type: Empirical researc

Improving Business and ICT Ethics Education – the Potential of Positive Psychology and Appreciative Inquiry

Unethical behaviour is affecting societal behaviour and impacting business success. Information and Communication Technology (ICT) is increasingly adopted across businesses and for personal use and insufficient attention is paid to the impact of unethical practices in the use of ICT on various stakeholders involved. ICT professionals are well positioned to provide guidance to ICT users and decision makers but they need help. While they have the knowledge and skills in ICT, they also need a sense of professional responsibility towards their stakeholders and a moral attitude to help them understand how unethical practices in ICT can affect others and the ability to make good decisions in the use of ICT. Ethics education has been shown to be effective for other professions and this research project builds and tests a model based on current good practices found to be effective in ethics education. More specifically, it adopts a Positive Psychology perspective, not previously used in ICT ethics education, looking at what is working well and examines the use of a Positive Psychology approach, namely Appreciative Inquiry (AI) which has been found elsewhere to be an effective method to motivate change. This research project tests the impact that an Appreciative Inquiry included in a computer ethics class has on the development of moral attitude. The project had a quasi-experiment design with a large sample of over 400 participants (undergraduate Information Technology Management students) using both a control and treatment group to determine the effect of AI on the changes in moral sensitivity and moral judgment of the participants. One well validated survey tool and one developed specifically for ICT, the Defining Issues Test 2 and the IMIS Survey, respectively, were used to test changes from the beginning to the end of each course. The study findings demonstrate that a well-developed ethics course, adopting good practices, produced significant changes in the moral attitudes of the participants. The adoption of AI in the treatment group produced significant changes in elements of the student’s moral judgment validated by both the pre-and post-analysis and instructor observations. Thus taking a Positive Psychology approach to ICT ethics is a useful innovation to ethics education. The project has also demonstrated that AI may have significant potential for ethical education across professions and business at large

An Applied Study on Educational Use of Facebook as a Web 2.0 Tool: The Sample Lesson of Computer Networks and Communication

The main aim of the research was to examine educational use of Facebook. The Computer Networks and Communication lesson was taken as the sample and the attitudes of the students included in the study group towards Facebook were measured in a semi-experimental setup. The students on Facebook platform were examined for about three months and they continued their education interactively in that virtual environment. After the-three-month-education period, observations for the students were reported and the attitudes of the students towards Facebook were measured by three different measurement tools. As a result, the attitudes of the students towards educational use of Facebook and their views were heterogeneous. When the average values of the group were examined, it was reported that the attitudes towards educational use of Facebook was above a moderate level. Therefore, it might be suggested that social networks in virtual environments provide continuity in life long learning.Comment: 11 page

How much does a man cost? A dirty, dull, and dangerous application

Thesis (M.A.) University of Alaska Fairbanks, 2017This study illuminates the many abilities of Unmanned Aerial Vehicles (UAVs). One area of importance includes the UAV's capability to assist in the development, implementation, and execution of crisis management. This research focuses on UAV uses in pre and post crisis planning and accomplishments. The accompaniment of unmanned vehicles with base teams can make crisis management plans more reliable for the general public and teams faced with tasks such as search and rescue and firefighting. In the fight for mass acceptance of UAV integration, knowledge and attitude inventories were collected and analyzed. Methodology includes mixed method research collected by interviews and questionnaires available to experts and ground teams in the UAV fields, mining industry, firefighting and police force career field, and general city planning crisis management members. This information was compiled to assist professionals in creation of general guidelines and recommendations for how to utilize UAVs in crisis management planning and implementation as well as integration of UAVs into the educational system. The results from this study show the benefits and disadvantages of strategically giving UAVs a role in the construction and implementation of crisis management plans and other areas of interest. The results also show that the general public is lacking information and education on the abilities of UAVs. This education gap shows a correlation with negative attitudes towards UAVs. Educational programs to teach the public benefits of UAV integration should be implemented

Acceptance and Use of Mobile Technologies in Learning and Teaching of EFL: An Economic Perspective

[EN] The use and integration of mobile information and communication technologies (ICTs) in learning and teaching, as well as the creation of new knowledge can determine whether a country is able to successfully compete in the emerging global knowledge economy. Technology acceptance theories and models have been widely developed, used and extended to determine the factors related to the acceptance of such technologies in specific national and subject contexts. This study set out to explore the key factors that determine students’ and instructors’ use behaviour and behavioural intentions to use mobile technologies in learning and teaching EFL, in an effort to determine the readiness and acceptance of mobile learning and teaching among students and instructors at a higher education institution in Saudi Arabia. The extended Unified Theory of Acceptance and Use of Technology (UTAUT2), was used as the framework for this study. This model takes into account several perspectives; and was designed to assess technology acceptance beyond the organizational context by embedding consumer context dimensions. The results indicated that the research model was partially confirmed and highlighted key variables as the driving forces of use behaviour and behavioural intention to use mobile technologies in learning and teaching EFL.Almarwani, M. (2020). Acceptance and Use of Mobile Technologies in Learning and Teaching of EFL: An Economic Perspective. The EuroCALL Review. 28(2):39-49. https://doi.org/10.4995/eurocall.2020.12388OJS3949282AlFahad, F. N. (2009). Students' Attitudes and Perceptions towards the Effectiveness of Mobile Learning in King Saud University, Saudi Arabia. Turkish Online Journal of Educational Technology, 8(2) 111-119.Al-Gahtani, S. S., Hubona, G. S., & Wang, J. (2007). Information Technology (IT) in Saudi Arabia: Culture and the Acceptance and Use of IT. Information & Management, 44(8) 681-691. https://doi.org/10.1016/j.im.2007.09.002British Council. (2013). The English Effect: The Impact of English, What it's Worth to the UK and Why it Matters to the World. UK: British Council. Available from: http://www.britishcouncil.org/sites/britishcouncil.uk2/files/english-effect-report.pdfCorbeil, J. R. & M. E. Valdes-Corbeil (2007). Are you Ready for Mobile Learning? Educause Quarterly, 30(2) 51-58.Hsu, L. (2013). English as a Foreign Language Learners' Perception of Mobile Assisted Language Learning: A Cross-national Study. Computer Assisted Language Learning, 26(3), 197-213. https://doi.org/10.1080/09588221.2011.649485Kukulska-Hulme, A. (2007). Mobile Usability in Educational Contexts: What Have We Learnt? The International Review of Research in Open and Distance Learning, 8, 1-16. https://doi.org/10.19173/irrodl.v8i2.356Kukulska-Hulme, A. (2009). Will Mobile Learning Change Language Learning? ReCALL, 21(2) 157-165. https://doi.org/10.1017/S0958344009000202Kukulska-Hulme, A. (2012). Language Learning Defined by Time and Place: A Framework for Next Generation Designs. In: Díaz-Vera, Javier E. (ed.) Left to my Own Devices: Learner Autonomy and Mobile Assisted Language Learning. Bingley, UK: Emerald Group Publishing Limited, 1-13.Mason, R. (2006). The University: Current Challenges and Opportunities. In: Susan D'Antoni (ed.) The Virtual University: Models & Messages-Lessons from Case Studies, Paris: UNESCO, International Institute for Educational Planning, 49-69.Einstein, A. (1916). General Theory of Relativity. Annalen der Physik 49(7), pp. 769-822. https://doi.org/10.1002/andp.19163540702O'Neill, G. T. (2014). Just a Natural Move towards English: Gulf Youth Attitudes towards Arabic and English literacy. Learning and Teaching in Higher Education: Gulf Perspectives, 11(1) 1-21. https://doi.org/10.18538/lthe.v11.n1.160Pemberton, L., Winter, M., & Fallahkhair, S. (2010). Collaborative Mobile Knowledge Sharing for Language Learners. Journal of the Research Centre for Educational Technology, 6(1) 144-148.Rogers, Y., Connelly, K., Hazlewood, W., & Tedesco, L. (2010). Enhancing Learning: a Study of How Mobile Devices Can Facilitate Sensemaking. Personal and Ubiquitous Computing, 14(2) 111-124. https://doi.org/10.1007/s00779-009-0250-7Taj, I. H., Sulan, N. B., Sipra, M. A., & Ahmad, W. (2016). Impact of Mobile Assisted Language Learning (MALL) on EFL: A Meta-Analysis. Advances in Language and Literary Studies, 7(2), 76-83. https://doi.org/10.7575/aiac.alls.v.7n.2p.76Traxler, J. (2007). Defining, Discussing and Evaluating Mobile Learning: The Moving Finger Writes and Having Writ. The International Review of Research in Open and Distance Learning, 8(2) 1-12. https://doi.org/10.19173/irrodl.v8i2.346Traxler, J. (2010). Sustaining Mobile Learning and its Institutions. International Journal of Mobile and Blended Learning, 2(4) 58-65. https://doi.org/10.4018/jmbl.2010100105Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: toward a Unified View. MIS Quarterly, 27(3) 425-478. https://doi.org/10.2307/30036540Venkatesh, B., Nargundkar, R., Sayed, F. K., & Shahaida, P. (2006). Assessing Indian Students' Perceptions towards M-learning Some Initial Conclusions. International Journal of Mobile Marketing, 1(2) 75-79.Venkatesh, V., Thong, J. Y., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1) 157-178. https://doi.org/10.2307/4141041

Online consultation on experts’ views on digital competence

The objective of this investigation was to provide another perspective on what it means to be digitally competent today, in addition to reviews of literature and current frameworks for the development of digital competence, 5 all of which constitute part of the wider IPTS Digital Competence Project (DIGCOMP). Some common ground exists at a general level in defining digital competence in terms of knowledge, skills, and attitudes, which may be hierarchically organised. However, this does not provide the clarity needed by teachers, employers, citizens – all those who are responsible for digital competence development, be it their own or other people’s ‐ to make informed decisions. Further work is needed to create a common language that helps to enhance understanding across the worlds of research, education, training, and work. This will make it easier for citizens and employers to see what digital competence entails and how it is relevant to their jobs and more generally, their lives

Emerging trends on the topic of Information Technology in the field of Educational Sciences: a bibliometric exploration

The paper presents a bibliometric analysis on the topic of Information Technology (IT) in the field of Educational Sciences, aimed at envisioning the research emerging trends. The ERIC data base is used as a consultation source; the results were subjected to productivity by authors, journals, and term co-occurrence analysis indicators for the period 2009-2013. The productivity of Computers & Education, and Turkish Online Journal of Educational Technology-TOJET, as well as the preceding authors from Canada, have been emphasized. The more used terms are the following: Information technology, foreign countries, educational technology, technology integration, and student attitudes. Researches performed here seem to have a largely qualitative character, highlighting computers and internet as the mostly explored technological objects. The largest subject matter trend refers to the integration of IT in the higher education learning context, and its incidence over the teaching methods