Perceptions of Online Learning Among Instructors: How to Maximize Instructors’ Competencies in Virtual and Blended Learning

Purpose: This study aims to evaluate instructors' perceptions of e-learning at the Public Authority For Applied Education and Training (PAAET) in Kuwait. It sheds light on the effectiveness of Ms-Teams as a learning management tool used by instructors and students. The outcome of the study will help to introduce guidelines for enhancing the role of instructors in virtual and blended learning. . Theoretical framework: Information technology will change education if used properly by skilled teachers. Technology's rapid adoption and investment have changed education, and instructors are crucial to 21st-century learning standards and methods. Because AI, advanced technology, and automation will rule the future, the next generation of workers must be tech-savvy. This study will identify instructors' digital skills and provide recommendations and a road map to support advanced technological tools and new innovative learning strategies in human resource management.   Design/Methodology/Approach: The research used both qualitative and quantitative methods. A focus group session was conducted to investigate further, and the results of the session helped shape a survey questionnaire that was distributed to 161 instructors at PAAET. The survey aimed to identify the challenges and opportunities presented by online learning.   Findings: Instructors have a positive view of online learning and Ms Teams as a learning management. The study also found some obstacles to online learning platform implementation. These issues include poor helpdesk support, training, management motivation, and electronic educational resources. These obstacles must be overcome for PAAET to adopt a learning system that improves academic performance. No significant gender differences in instructors' perceptions are found.   Originality/Value: This study should help education policymakers be more brave when investing in IT and human resources "Instructors" to create a better and more competitive teaching and learning environment. This study proposes an HRM-based framework to improve digital instructors and the educational process

Experiencias y efectos del uso de la aplicación móvil “Calculadora Gráfica” de GeoGebra en el aprendizaje de la función lineal en los estudiantes de undécimo grado de la Institución Educativa Distrital Alfredo Iriarte Sede A «Chircales»

Este trabajo de grado presenta los resultados de la investigación desarrollada en La Institución Educativa Distrital Colegio Alfredo Iriarte, ubicado en la localidad Rafael Uribe Uribe, al sur de la ciudad de Bogotá, D.C. El objetivo de esta investigación fue conocer los efectos y experiencias del uso de la aplicación móvil “Calculadora Gráfica” de GeoGebra en el aprendizaje del tema de la función lineal en estudiantes de undécimo grado. El diseño de investigación se basa en la metodología de cuatro grupos de Solomon para de determinar las experiencias y la influencia de una intervención mediada por la aplicación móvil “Calculadora Gráfica” de GeoGebra y considerando los efectos de un pretest. La implementación de la propuesta diseñada en la investigación se llevó a cabo durante el segundo periodo académico del año 2019, con dos grupos experimentales de sesenta y seis estudiantes que participaron en una intervención y dos grupos control con setenta estudiantes que abordaron convencionalmente la temática. Los resultados obtenidos por los grupos experimentales fueron comparados con los arrojados por los dos grupos control, que de manera convencional abordaron el mismo tema. Se realizó una prueba ANOVA y se verificó que la intervención tuvo un papel estadísticamente significativo en los resultados del postest. Como parte de los resultados obtenidos se puede afirmar que existieron diferencias significativas entre los resultados logrados por los grupos experimentales, frente a los resultados del grupo control y que la prueba de pretest no tuvo influencia directa en estos resultados. Además, se evidenció una mejor actitud frente a la participación y a la realización de actividades haciendo uso de la aplicación móvil “Calculadora Gráfica” de GeoGebra.This thesis presents the results of the research carried out at Institución Educativa Distrital Colegio Alfredo Iriarte, located in Rafael Uribe Uribe, south of Bogotá, D.C. The objective of this research was to know the effects and experiences of the use of the mobile application “Graphic Calculator” of GeoGebra in the learning of the topic of the linear function in students of eleventh grade. The research design is based on the methodology of four Solomon groups to determine the experiences and influence of an intervention mediated by GeoGebra's mobile application "Graphic Calculator" and considering the effects of a pretest. The implementation of the proposal designed in the research was carried out during the second academic period of 2019, with two experimental groups of sixty-six students participating in one intervention and two control groups with seventy students who conventionally addressed the topic. The results obtained by the experimental groups were compared with those obtained by the two control groups, which conventionally dealt with the same topic. An ANOVA test was carried out and it was verified that the intervention had a statistically significant role in the posttest results. As part of the results obtained it can be stated that there were significant differences between the results achieved by the experimental groups, as opposed to the results of the control group and that the pretest test had no direct influence on these results. In addition, a better attitude towards participation and activities was evidenced by using the mobile application "Graphic Calculator" of GeoGebra

Using mobile learning in blended learning environments in higher education: perceptions and acceptance among students and lecturers at Qassim university, Saudi Arabia

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonIn Saudi Arabia, learning methods, such as blended learning and mobile learning, have become more important than ever. However, to successfully implement such type of learning methods in higher education settings, determining the perceptions of students and lecturers is vital. Therefore, this qualitative study aims to determine students’ and lecturers’ understanding, acceptance, and barriers of using mobile learning in blended learning environments, using semi-structured interviews, open-ended surveys, and responses to the unified theory of acceptance and use of technology (UTAUT). Overall, 108 participants were included in the study, of which 12 students attended the interview and 24 lecturers and 72 students participated in the open-ended survey. The results show that performance expectancy, effort expectancy, habit, academic social influence, and conditions facilitating academics are the core determinants of behavioural intention, which have direct effects on the user behaviour of students and lecturers. To our knowledge, this is the first study that has investigated blended mobile learning acceptance in Saudi higher education settings. The findings can be generalised to the most of Saudi universities and some universities in the Arabian Gulf that exhibit the same conditions

Instructors Age and Gender Differences in the Acceptance of Mobile Learning

Mobile learning is a new learning landscape that offers opportunity for collaborative, personal, informal, and students’ centered learning environment. In implementing any learning system such as mobile learning environment, it is important to understand challenges that affect its implementations in a particular culture. Additionally, learners’ and instructors’ expectations are deemed necessary for consideration. However, there is a lack of studies on this aspect, particularly in the context of Kuwait HE institutions. This research presents opportunities and prospects of m-learning, and discusses challenges and implications facing its implementation. The authors of this paper conducted a study in Kuwait HE to examine both students’ and instructors’ perceptions and attitudes toward this trend of learning, to evaluate its effectiveness, and to investigate cultural and social challenges that affect the implementation of m-learning in Kuwait HE. A questionnaire was administered to 499 students and 110 Instructors from different higher educational institutions in Kuwait. The results reveal that students and instructors have positive perceptions of m-learning, and believe that m-learning enhances the teaching and the learning process. The study reports some social and cultural issues that may act as barriers to m-learning implementation

Instructors Age and Gender Differences in the Acceptance of Mobile Learning

Mobile learning is a new learning landscape that offers opportunity for collaborative, personal, informal, and students’ centered learning environment. In implementing any learning system such as mobile learning environment, it is important to understand challenges that affect its implementations in a particular culture. Additionally, learners’ and instructors’ expectations are deemed necessary for consideration. However, there is a lack of studies on this aspect, particularly in the context of Kuwait HE institutions. This research presents opportunities and prospects of m-learning, and discusses challenges and implications facing its implementation. The authors of this paper conducted a study in Kuwait HE to examine both students’ and instructors’ perceptions and attitudes toward this trend of learning, to evaluate its effectiveness, and to investigate cultural and social challenges that affect the implementation of m-learning in Kuwait HE. A questionnaire was administered to 499 students and 110 Instructors from different higher educational institutions in Kuwait. The results reveal that students and instructors have positive perceptions of m-learning, and believe that m-learning enhances the teaching and the learning process. The study reports some social and cultural issues that may act as barriers to m-learning implementation