Correlations between Online Learning Media Types, First Access Time, Access Frequency, and Students’ Achievement in a Flipped Classroom Implementation

Since the 1960s, the world has seen how Information Technology (IT) influences education. In the present era, with the massive development of the Internet, various kinds of IT-assisted learning are popping up like mushrooms in the rainy season. However, no matter how advanced IT-assisted learning has been grown, learning media is still an inseparable part of education. In this study, we specifically present how the use of certain types of learning media correlated with students’ access behaviors and, more importantly, students’ achievement. The result shows that these factors have a positive correlation. In terms of media type influence towards students’ achievement, the media that has the appearance of the lecturer gives better achievement, compared to the media that only has audio, and the media that only consists of text and images

Modeling E-Textbook Tools or Encouraging Reading from Paper: What are the Effects on Medium Choice and Textbook Use?

E-textbooks have become more popular with college students, but there are concerns that reading is not as effective from screens as paper. In addition, students may not take advantage of tools afforded by e-textbooks. The purpose of this study was to determine if encouraging students to read from paper or modeling e-textbook tools would be better for students in terms of reading and using their textbooks. Two instructors randomly assigned students (N = 144) to view a video and answer an essay question about either the benefits of reading from paper, how to use etextbook tools, or general information about open educational resources (control). Findings indicated that students told about the benefits of reading from paper were not more likely to read the textbook from paper. Students also generally used both paper and e-textbooks in a similar manner, except students in the e-textbook tools condition reported more notetaking while reading than students in the paper condition. Finally, student medium preference for studying did not change based on condition. Findings from this study provide guidance for how instructors should advise students on reading their course textbooks

The Effect of Social Influence and Facilitating Conditions on Electronic Textbooks Adoption in Tanzanian Secondary Schools: The Moderating Role of School Type

This paper addressed the Social Influence and Facilitating Conditions as key determinants that influence the adoption of electronic textbooks for advanced-level students learning purposes in Dar es Salaam region-Tanzania. The study employed survey research designs and strategies to collect data and test research hypotheses. Simple random sampling was employed in the selection of respondents. Questionnaires were used to obtain needed data from 370 students from public and private secondary schools in Dar es Salaam region. The data were analyzed through multi-regression analysis where descriptive and inferential statistics were done with the aid of SPSS version 26. Validity was attained by consulting experts in the field of publishing and research while reliability was tested by piloting the research instruments and calculating the Cronbach Alpha. A Cronbach value of 0.77 for Social Influence and 0.85 for Facilitating Conditions was obtained and thus the instruments were considered reliable. The findings revealed that advanced-level students’ intention to adopt e-textbooks in Tanzania schools requires the availability of facilitating conditions such as infrastructures, expertise and human resources. Further, the paper results posited that facilitating conditions, moderated by school type, have shown significant negative effects between private scholars and public scholars on adoption of e-textbooks. On the other hand, when moderated by school type, the paper found that Social Influence had a significant positive effect between private scholars and public scholars. In particular, this paper's results are of importance to publishers, students, teachers, application developers and school management. Finally, the paper recommends policy change on the use of mobile devices and its contents for building students’ behavioural intention to e- adopt textbook in Tanzania secondary schools. Keywords: Behavioural Intention, UTAUT Model, BITETA, Social Influence, Facilitating Conditions, Private secondary schools, Public secondary schools DOI: 10.7176/JEP/14-18-12 Publication date:June 30th 202

Technology-Based Rich Media Training Compared to Traditional Media Training in Blue-Collar Employees

The objective of this study is to determine the effects of traditional training compared to technology-based rich media training and the results upon course dissemination and completion corresponding course indicators, reaction, learning, and behavioral change quantified using Kirkpatrick’s four-level training evaluation model. The study aims to determine the efficiency of the porting of existing traditional training materials to technology-based rich media training. The subjects of this study are blue-collar participants of an adult learning course. The quantitative methods used in this case will facilitate the exploration of the result that compare a traditional training program to a training program with technology-based rich media using Kirkpatrick’s model. The research seeks to inform businesses on generational response in blue-collar workers to traditional versus technology-based training

College Students’ Usage of and Preferences for Print and Electronic Textbooks

Although print textbooks have been central for schooling for more than two centuries, electronic textbooks (e-textbooks) are steadily growing in popu-larity among students at all levels of education. This sharp growth has esca-lated the need for further research to enable a better understanding of the changing patterns of students’ usage of print and electronic media. The study explores college students’ usage of and preference for print and elec-tronic textbooks in Bahrain Teachers’ College, in Bahrain. The sample of the study consisted of 271 undergraduate students selected from courses that utilized both formats of textbook as clearly indicated in their syllabi. De-scriptive analyses were used to analyze data collected. Results indicate that regardless of textbook format, the highest percentage of students use their textbooks only when their instructors require them to do so. For print text-books, results show that the highest percentage of students spend between 1 to 3 hours a week on reading. However, for e-textbooks, the highest per-centage of students spend only less than 1 hour per week on reading. An in-teresting finding for this study is that compared to print textbooks, e-textbooks gain a higher percentage of students’ usage when it comes to spending higher numbers of hours of reading per week. The study affirms that students are in general positive to the use of electronic format but still show a preference for print format as the best medium for academic study. Lastly, the study uncovers reasonable findings as to why students prefer one textbook format over the other

Nove medijske tehnologije u obrazovanju studenata novinarstva na državnim fakultetima u Srbiji

Problem istraživanja doktorske disertacije je usmeren ka ispitivanju odnosa obrazovanja studenata novinarstva i novih medijskih tehnologija. Promene u domenu novih medijskih tehnologija duboko su uticale na medijsku industriju, a novi zahtevi novinarske profesije su se odrazili na proces obrazovanja studenata novinarstva. Kako bi bili maksimalno pripremljeni za izazove u budućoj karijeri, studenti novinarstva moraju biti opremljeni znanjima iz domena digitalnih tehnologija, što zahteva inovacije u njihovom obrazovanju, odnosno promene u studijskim programima koje bi se odnosile na visoku zastupljenost sadržaja iz oblasti novih medija. Predmet ovog istraživanja je definisan na dva nivoa: U kojoj meri su zastupljeni sadržaji iz oblasti novih tehnologija u studijskim programima za obrazovanje budućih novinara? Kakve su percepcije studenata novinarstva o korišćenju sredstava novih medijskih tehnologija u procesu studiranja? U skladu sa ovako definisanim predmetom, u istraživanju je korišćena miks metoda, odnosno kombinacija kvalitatitivnih i kvantitavnih metoda istraživanja. Kvalitativne metode primenjene su u prikupljanju i obradi podataka u analizi sadržaja studijskih programa za obrazovanje budućih novinara na državnim fakultetima u Republici Srbiji, predmeta u studijskim programima, kao i tema iz silabusa koje se odnose na sadržaje iz oblasti novih medijskih tehnologija. Primenjena je metoda analize sadržaja, a kao osnovni instrument upotrebljen je klasifikacijski okvir, koji je namenski konstruisan. U domenu tema, svi sadržaji iz oblasti novih medijskih tehnologija razvrstani su u 14 kategorija koje su ustanovljene na osnovu modifikovanih i dopunjenjenih digitalnih kompetencija u relevantnim istraživanjima (Informatička pismenost; Fotografija i programi za rad sa grafičkim fajlovima; Audio sadržaji; Multimedijalni sadržaji; Vizuelno predstavljanje podataka; Onlajn mediji; Veb statistika i analitika; Operativni sistem medijskog sajta i veb dizajn; SEO optimizacija; Informaciono-komunikacioni sistemi; Sadržaji koje kreiraju korisnici; Mobilno novinarstvo; Verodostojnost podataka i Baze podataka). Kvantitativne metode primenjene su u obradi podataka prikupljenih putem namenski konstruisanog instrumenta (upitnik-skaler) koji je upotrebljen za opisivanje stavova studenata novinarstva prema medijskim tehnologijama koje se koriste u procesu studiranja. Deskriptivna metoda je izabrana usled potrebe za ispitivanjem percepcija studenata o primeni, korisnosti i zadovoljstvu sadržajima iz oblasti novih medijskih tehnologija u procesu obrazovanja, kao i u proceni sopstvenih digitalnih kompetencija. Uzorak istraživanja čine studenti novinarstva sa Fakulteta političkih nauka u Beogradu i Filozofskih fakulteta u Novom Sadu i Nišu. Istraživanjem su obuhvaćeni studenti svih godina na nivou osnovnih akademskih studija. Instrument upitnik-skaler je popunilo ukupno 307 studenata, ali posle eliminacije nevažećih (uglavnom nepotpuno popunjenih instrumenata) konačan broj ispitanika je bio 288. Na osnovu dobijenih rezultata kvalitativnog dela istraživanja može se zaključiti da su u analiziranim programima za obrazovanje novinara zastupljeni sadržaji i predmeti iz domena novih medijskih tehnologija, i da se na fakultetima za obrazovanje novinara neguje različit pristup u selekciji i izučavanju sadržaja koji se odnose na ovu oblast. Rezultati kvantitativnog dela istraživanja pokazuju da većina ispitanih studenata koristi tehnologije za potrebe studiranja, ali uglavnom one koje se povezuju sa generalnom informatičkom pismenošću. Zabrinjava podatak da medijske tehnologije koje su specifične za studente novinarstva (pisanje bloga, upotreba softvera za montažu multimedija, obrada fotografija, društvene mreže...) manje su korišćene među ispitivanim studentima. Studenti su zadovoljni nastavom, obimom i sadržajima iz domena novih medijskih tehnologija, mada većina smatra da je potrebno više pažnje posvetiti digitalnoj pismenosti. Posmatrano iz ugla permanentnog razvoja digitalnih tehnologija, rezultati samoprocene digitalnih kompetencija studenata ukazuju na potrebu za povećanjem nivoa ovih kompetencija, kao i potrebu za intenzivnijim praćenjem inovacija u ovoj oblasti. Ova studija predstavlja pokušaj da se na sveobuhvatan način sagleda pitanje razvoja digitalnih kompetencija u procesu obrazovanja budućih novinara. Preporuke za unapređivanje postojećeg stanja formulisane su na novou sistemskih preporuka, kao i na nivou visokoškolskih ustanova. Sistemske preporuke su usmerene ka procesima razvoja digitalne pismenosti, za šta postoji dobra osnova u postojećim dokumentima, ali je neophodna dosledna realizacija predloženih akcionih planova i mera. Na nivou fakulteta, preporuke se odnose na povećanje udela stručno aplikativnih predmeta iz domena novih medija u studijskim programima za obrazovanje budućih novinara. Kurikularna ponuda ove vrste studija mora biti u stalnoj reviziji i ažuriranju, što bi omogućilo prilagođavanje novim profesionalnim zahtevima medijske industrije. Bolja opremljenost fakulteta sredstvima novih medijskih tehnologija ne treba samo da se fokusira na adekvatan prostor za televizijski/radijski studio, već i na pristup najnovijim softverima, koji moraju biti licencirani i redovno ažurirani, kao i obezbeđena logistika za korišćenje opreme. Prilikom akreditacije predmeta iz domena savremenih medijskih tehnologija treba primeniti holistički pristup i integrisati tradicionalna novinarska znanja i veštine sa novim medijskim tehnologijama, kao i da se veći broj ovih predmeta izučava na ranijim godinama studija, kako bi se ta znanja mogla dalje razvijati tokom studiranja. Nove medije treba u potpunosti implementirati u sve nastavne predmete u cilju upoznavanja studenata sa značajem, kao i razvojem digitalnih kompetencija koje će im biti neophodne za rad u medijskoj industriji. Postojeće sadržaje predmeta bi bilo korisno obogatiti sadržajima koji su u postojećim studijskim programima manje zastupljeni: SEO optimizacija, operativni sistem medijskog sajta (CMS), veb dizajn, vizuelno predstavljanje podataka (kreiranje infografika), veb statistika i analitika, verodostojnost podataka (tekstualnih, grafičkih, video) i baze podataka. Uvođenje i razvoj ovih tema uz permanentno motivisanje studenata da prate promene i inovacije bi omogućilo značajno viši kvalitet u obrazovanju budućih novinara