Factors Impacting Women\u27s Participation in STEM Fields

Women are highly underrepresented in STEM (Science, Technology, Engineering, and Mathematics) field professions (Beede, Julian, Langdon, McKittrick, Khan, & Doms, 2011). This has been a persistent issue since the study of mathematics and science has begun. The problem is well documented by research and there have been several efforts to remedy this issue, yet men are still dominant forces in the STEM world (Eccles, 1994; Xie & Shauman, 2003; Roberts & Ayre, 2002). It is clear that we need more women in STEM professions, but in order to make this happen, we need to determine what factors impact their participation. This thesis analyzes the way the media, stereotype threat, education, and the work environment impact women in STEM, and it concludes with some ideas for the future

Identifying immersive environments’ most relevant research topics: an instrument to query researchers and practitioners

This paper provides an instrument for ascertaining researchers’ perspectives on the relative relevance of technological challenges facing immersive environments in view of their adoption in learning contexts, along three dimensions: access, content production, and deployment. It described its theoretical grounding and expert-review process, from a set of previously-identified challenges and expert feedback cycles. The paper details the motivation, setup, and methods employed, as well as the issues detected in the cycles and how they were addressed while developing the instrument. As a research instrument, it aims to be employed across diverse communities of research and practice, helping direct research efforts and hence contribute to wider use of immersive environments in learning, and possibly contribute towards the development of news and more adequate systems.The work presented herein has been partially funded under the European H2020 program H2020-ICT-2015, BEACONING project, grant agreement nr. 687676.info:eu-repo/semantics/publishedVersio

Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)

The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic

The Assessment of Student Satisfaction with Art and Design Online Course at Normal Universities in Hunan, China

Purpose: In the 5G age, new information technology like artificial intelligence and big data greatly influenced online courses. This research examines the factors impacting user satisfaction with the art and designs online course at the normal universities in Hunan, China. The conceptual framework was constructed with commitment, self-efficacy, transformational leadership, service quality, satisfaction, and actual usage. Research design, data, and methodology: Sample data was collected from the art and design major of three typical normal universities in Hunan Province by using quantitative methods and a questionnaire as a tool before distributing the questionnaire, Item-Objective, and reliability. Data was analyzed by utilizing Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to validate the model’s goodness of fit and confirm the causal relationship among variables for hypothesis testing. Results: The results indicated that actual usage was the strongest factor that had a significant impact on student satisfaction, followed by commitment, self-efficacy, transformational leadership, and service quality. In addition, self-efficacy was directly related to actual usage. Conclusions: The conceptual framework proposed in this study had high reliability and validity. Art and design online courses should improve students’ cognitive levels, improve student satisfaction, and actual usage to strengthen the curriculum construction. &nbsp

Teachers Bridging the Digital Divide in Rural Schools with 1:1 Computing

This article shares the findings of a mixed method study about the implementation of 1:1 computing in a small rural Florida school district. Researchers used multiple regression analyses to examine whether Davis’ (1989) Technology Acceptance Model helped explain teachers’ adoption of 1:1. The results indicated that the rural teachers’ perceived ease of use and perceived usefulness of 1:1 were significant predictors of both whole class and individualized instructions with 1:1. The qualitative phase of the study explored the ways in which the teachers integrated 1:1 into their instructional practices and what factors motivated them to do so. The analysis showed that the teachers used 1:1 largely to foster digital literacy and collaboration as well as to conduct student assessment. Reasons why the teachers integrated 1:1 into instruction included increasing student engagement, personalizing learning, and facilitating teacher productivity

Adoption of Online Classes During COVID-19: An Institution’s Investigation on Perception & Behavioral Intention

In the advent of COVID-19, there is abounding curiosity whether the shift to online classes is effective. Moreover, as to which factors affect effectiveness, would become important for policymakers, stakeholders, and administrators currently mitigating educational disruption. As for Rajamangala University of Technology, Tawan-ok (RMUTTO), factors encouraging positive perception and behavioral intention towards adoption of online classes were explored among its learners and lecturers. These factors were adopted from the Unified Theory of Acceptance and Use of Technology model (UTAUT), sample responses were analyzed through the Exploratory Factor Analysis & Structural Equation Modeling; and results were shown among factor relationships. Performance Expectancy & Facilitating Conditions influenced Attitude, and Effort Expectancy & Social Influence influenced Behavioral Intention – in both groups. Performance Expectancy over Behavioral Intention and Social Influence over Attitude were especially significant among learners; while, Effort Expectancy on Attitude was particularly significant among lecturers. Also, a disconnect among Facilitating Conditions & Behavioral Intention, and surprisingly, Attitude & Behavioral Intention were shown in this study. Furthermore, their current adoption was implored. Both groups felt that the current policy was necessary, beneficial but, to an extent, not practical. Both groups believed challenges were related to paucity and capacity in running online classes. Learners specifically addressed future issues in online learning related to its effectiveness, and lecturers emphasized its equity in online teaching – if classes were to resume online much longer. Practical implications of this study in technology acceptance would contribute significantly towards better adoption of online classes during this outbreak

Exploring the Utilization of Augmented Reality in Higher Education Perceptions of Media and Communication Students

The present study aims to explore the perceptions and usage of Augmented Reality (AR) technology among media students in Palestinian universities. A quantitative approach was adopted, and data was gathered from a web-based survey of 237 media students. The Technology Acceptance Model (TAM) was utilized to gauge participants' perceptions of AR, and descriptive statistics were used for analysis. The findings reveal a generally positive perception of AR as a beneficial tool for skill enhancement, with mean scores ranging from 3.70 to 4.04 indicating strong agreement. The study also found moderate to high AR usage among participants, particularly for translating texts using Google Translate, but noted that usage patterns were more individual-oriented. Additionally, 91.1% of respondents attributed the COVID-19 pandemic to increased technology usage in higher education. The novelty of this study lies in providing insights into the perception and application of AR in higher education within the Palestinian context, an under-researched area. The study sheds light on the potential for integrating AR more formally into curricula, which could foster a more engaging and immersive educational experience. However, it also highlights the need to address barriers such as lack of technical support and possible discomfort with technology. Doi: 10.28991/ESJ-2023-SIED2-016 Full Text: PD

Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis

ArticleThis is the author accepted manuscript. The final version is available from SAGE Publications via the DOI in this record.This study examined internal and external factors affecting pedagogical use of technology among 47 K–12 Chinese language teachers in the United States. Path analysis of the survey data was used to examine the relationships between the teachers’ instructional use of technology, on the one hand, and on the other, their perceptions of three internal factors (i.e., technology’s usefulness, its ease of use, and subjective norms) and one external factor (i.e., facilitating conditions). The results showed that these teachers’ pedagogical use of technology could be predicted by two of the three internal factors (i.e., perceived usefulness and subjective norms) and by the external factor. Additionally, the external factor was found to have a significant influence on both perceived ease of use and subjective norms.This work was supported by the Dr. Delia Koo Global Faculty Endowment at Michigan State University