Graduate Student Use of and Preference for Unlimited-Use e-Books as Textbooks: Preliminary Results

This study investigated the preference of master’s level library science graduate students for required textbooks in print or unlimited-use ebook format in the context of alternate educational materials provided by the university library. Surveys with both fixed-response and open-ended questions were completed as a class exercise by 151 students enrolled in four sections of a collection management class and four sections of a research methods class. Results show a strong preference for print but indicate that cost to students influences etextbook use

Self-Directed Learning and Technology Adoption by Principals

The changes in educational technology present challenges for K-12 principals leading students and faculty who are more engaged with classroom technology. The role of self-directed learning and how K-12 principals adopt the technology while leading the deployment and implementation of classroom technologies is not known due to a limited amount of empirical research. The purpose of this study was to investigate the relationship between technology adoption and self-directed learning by K-12 principals. Using the Unified Theory of Acceptance and Use of Technology as the theoretical framework, a quantitative cross-sectional study was designed. The survey instruments, Unified Theory of Acceptance and Use of Technology and Personal Responsibility Orientation Self-Directed Learning Scale were used to collect data from K-12 principals in the state of Arkansas. A regression and correlational analysis of the responses from 40 principals revealed a small positive but not statistically significant relationship between self-directed learning and technology adoption. The results also showed strong and moderate statistically significant correlations between the constructs of technology adoption and self-directed learning. The results from this research may provide a framework for pre-service and ongoing professional development of educational technology leadership. This study addresses positive social change by providing insight to administrators and bringing greater awareness to technology adoption. A greater awareness may increase their understanding of classroom technologies and may provide a foundation for better stewardship over public funds and purposeful engagement with students, parents, and the community

3rd Annual Research Days- Event Proceedings

3rd Annual Research Day

Perception, Personal Issues, and Environment of E-Learning: A Causal Model on Student Attitude Towards Online Learning

This study determined the best-fit model for attitude towards online learning of grade 12 students in Region XI based on perception on e-learning, personal issues on e-learning, and the environment of e-learning. This study employed a causal study design and a stratified sampling technique in selecting the 400 respondents. With the electronic survey facility through Google Forms, data were collected utilizing standardized adapted questionnaires. The study utilized the mean, standard deviation, Pearson’s product-moment correlation, regression analysis, and structural equation model as statistical tools. Results revealed that the level of student perception on e-learning was high; the level of their personal issues on e-learning was high; the level of e-learning environment was high; and the level of attitude towards online learning was high. Moreover, a significant relationship existed between the exogenous and endogenous variables. Furthermore, perception on e-learning, personal issues on e-learning, and the e-learning environment influence the attitude towards online learning. Finally, among the five generated models, Model 5 best-fitted student attitude towards online learning in terms of interest in computers and adoption of online learning and ease-ness in using online learning, with perception on e-learning in terms of perceived usefulness of e-learning and perceived self-efficacy of using e-learning; personal issues on e-learning in terms of health, conflict resolution, and motivation; and environment of e-learning in terms of ethics and professionalism, and program effectiveness. Keywords:educational management, perception on e-learning, personal issues on e-learning, e-learning environment, attitude towards online learning, structural equation model, Philippines DOI: 10.7176/JEP/14-15-08 Publication date:May 31st 202

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS-SEM approach

The increasing use of digital resources has changed the way of teaching, where platforms such as YouTube offer large repositories of educational videos. There are many theoretical studies that analyse the digital competences of teachers, but to a lesser extent on the behaviours and use that the teacher makes of this multimedia platform. Thus, the purpose of this study is the development of an instrument in which it is analysed how the behavioural intention of teachers on YouTube impacts their digital competence to search and select information, share information, and interact with other users of the platform, and create educational material. To achieve this, following the partial least squares (PLS) method of structural equation models, a higher-order causal model was proposed based on an adaptation and extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). The study was carried out with a sample of 2157 teachers from all over Spain. The main result was that behavioural intention explained 22.70% of the true variance of teachers' digital competence. In addition, it has been possible to verify the reliability, convergent and discriminant validity of the established causal relationships, determining a model with acceptable goodness-of-fit. These findings show that it is a valid and reliable instrument to measure teachers' digital competences on YouTube, behavioural intention, and the system of relationships between factors.Funding for open access charge: Universidad de Málaga/CBU

The Effects of Sex and Professional Experience on Superintendent Selection Decisions by School Board Chairpersons

The purpose of this research was to examine the effects that a superintendent candidate’s sex and professional background and school board chairpersons’ sex have on resume screening decisions. School board chairpersons were selected randomly from across the United States to receive one of six types of hypothetical superintendent candidates’ resumes and respond to a survey which requires subjects to rate the likelihood they would recommend the candidate depicted in the resume for an interview. Variables examined were candidates’ sex (male vs. female), professional experience (business vs. education vs. military) and sex-similarity with school board chairperson. An ordinal regression was used to identify differences in interview recommendations between groups

The After Times: College Students’ Desire to Continue with Distance Learning Post Pandemic

Distance learning, already a topic of interest among higher education administrators and faculty, took on new significance during the coronavirus disease of 2019 (COVID-19) pandemic when face-to-face classes worldwide abruptly shifted online. Many students who had never taken classes online had to either engage in distance learning or withdraw from their classes. An interesting question arises from this situation: will these students continue to take classes online when circumstances no longer require them to do so? In this paper, we investigate factors that may influence college students’ intentions to continue with distance learning once they no longer have to do so. We developed a model based on social cognitive theory and social cognitive career theory and tested it using data from surveying 525 college students who took distance learning classes. Results indicate that personal and environmental factors drive intentions to continue with distance learning through their impact on distance learning perceived performance and satisfaction. We discuss our findings’ implications for practice and future research

Parent–Teacher Online Communication and Third- Through Fifth-Grade Student Academic Achievement

AbstractTechnology-based tools for parent–teacher communication, such as online parent portals, are becoming the preferred method of exchanging information between home and school. However, little research has been conducted on parent–teacher communication using online parent portals. The purpose of this quantitative nonexperimental cross-sectional study was to examine the relationship between parents’ use of a parent–teacher online communication parent portal and students’ academic achievement. Bandura’s social cognitive theory of self-efficacy provided the theoretical framework for this study. Archival data from a Southeast U.S. public school district were used to examine the relationship between parents’ average quarterly use of a parent portal and students’ average quarterly English language arts (ELA) and mathematics grades at the Grade 3–5 level. Results of two simple bivariate linear regressions did not show a significant relationship between parents’ average quarterly use of a parent portal and students’ average quarterly ELA or mathematics grades at the Grade 3–5 level. The results may add to the body of knowledge in the field of educational technology and may be used to improve parent–teacher and school–home communication, instructional practices, and students’ academic achievement

Online Professional Development: Implications on Self-Efficacy Levels and Classroom Instruction for Teachers in a Catholic High School

Online professional development (online PD), the acquisition of new skills and knowledge related to the teaching profession via the Internet, is an emerging field for teachers. This mixedmethods research explored the impact of an online PD program on high school teachers’ selfefficacy levels, classroom instruction, and the role that school culture played on teachers accepting or rejecting the online PD. Within a social cognitive theory lens, this study helped frame teacher attitudes and adult learning in the context of school culture. Phase 1 of this study used quantitative data from two surveys called PRE and POST, which were taken before and after the online PD program, respectively. Qualitative data were collected in Phase 2, using the International Society for Technology in Education Classroom Observation Tool (ICOT), participants’ journal reflections, and interviews. Findings indicated statistically significant changes in self-efficacy levels for eight of the 21 survey items and minimal changes in technology use during instruction. Furthermore, various aspects of school culture independently affected teachers’ inclination to accept or reject the online PD. Findings supported the concept of designing personalized professional development programs tailored to the individual’s specific learning styles, attitudes, and experiences of school culture