Addressing A Missing Link In Higher Education On-line Content Development: Toward A Tripartite Collaborative Model

Although more than a dozen methods for developing and offering courses through distance education have been utilized over the years, the offering of on-line courses through the “World Wide Web” is still in its infancy. The number of failures in managing such on-line offerings calls for substantial research to explore why some programs are successful while others fail.  A few years ago, dozens of business schools in the US were trying to position themselves in what was promised to be a lucrative market for on-line education and training.  While some institutions have successfully established internet-based programs, many others have scrapped their on-line projects.  Many reasons account for these failures.  Among these are misinterpretations of the market, problems faced by traditional schools, start-up costs, choice of development/delivery model and faculty skepticism.  While all these reasons have a great impact on the results of the first decade of on-line education experience, this paper focuses on what seems to be the major factor: finding the right on-line model.  The paper suggests that an on-line higher education model based on a partnership between the institution, the content experts and the e-learning technology providers is the most functional.  This model helps each partner clearly determine an appropriate role, increasing the likelihood of a successful outcome

Students’ perception to integrate education 4.0 in Science program

[EN] This study aims to explore students’ perception of integrating education 4.0 in the Science program. The technology acceptance model was used to determine students’ understanding of integrating education 4.0 focusing on the Science program. This research was conducted using a qualitative approach. The interview was used to collect the data. Five respondents among Science students were interviewed. They were undergraduate students pursue study in a science education program. The finding of the interview result showed that students had positive responses in integrating education 4.0 for technological sustainable development. The results of the study showed that students had a positive understanding of the three aspects namely, readiness in integrating education 4.0 for the Science program, the impact of technology facilities, and enhancing digital skills for employability. We recommend further research to evaluate the preparation or readiness of students to integrate training using technology 4.0. Based on the results, further research is proposed to take into account new education skills among Science students in line with the industrial revolution 4.0.We would like to acknowledge the financial support provided by the Ministry of Education FRGS grant FP024-2018A.Halili, SH.; Sulaiman, S. (2021). Students’ perception to integrate education 4.0 in Science program. Multidisciplinary Journal for Education, Social and Technological Sciences. 8(1):45-57. https://doi.org/10.4995/muse.2021.14768OJS455781Afolabi, A.A. (2015). 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Code of practice for Open and Distance Learning, The Standards Division, Malaysian Qualifications Agency, 1-34.Miller, B. (2015). The 6 C's squared version of learning skills for the twenty-first century. http://flipped4science.blogspot.my/p/the-6-cs-of-education-for-future-during.htmlMoore, R. K. (2012). A Bayesian explanation of the 'Uncanny Valley' effect and related psychological phenomena. Nature Scientific Reports, 2,10-23. https://doi.org/10.1038/srep00864Ng, S.B. (2014). Malaysian school Science education: Challenges and the way forward. http://research.utar.edu.my/SoSE2014/1.Challenges%20and%20issues%20in%20science%20education.pdfOthman, R., & Othman, R. (2014). Higher education institutions and social performance: Evidence from public and private universities. International Journal of Business and Society, 15(1), 1-18.Pai, F., & Huang, K. (2011). Applying the Technology Acceptance Model to the introduction of healthcare information systems. 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Are we ready for the new normal in e-business education? Sentiment analysis of learners' opinions on MOOCs

Introduction. The new digital economy and its constantly evolving paradigm have completely transformed the model of doing business and the learning methods. MOOCs (massive-open-online-courses) and micro-credentials are the educations interfaces, have become an important teaching environment tool. Distance learning has become an indispensable alternative teaching method in updating and transferring classical education materials according to real-world settings, especially for learners in higher education.Aim. The current research is aimed to address the society's readiness and attitude direction to the concept of MOOCs and distance learning, highlighting its emergence and inevitability for educational institutions of all types in order to make a fundamental change in their curricula, especially in e-business courses, which are the most demanded training courses on MOOCs platforms.Methodology and research methods. In the study, the awareness and recognition of the online community on the MOOCs concept is examined. In this direction, Turkish people's perception and attitudes toward MOOCs have been addressed via sentiment analysis on Eksi Sozluk, the largest social communication and discussion platform in Turkey.Results. According to the sentiment analysis results, it has been determined that 52% of respondents have positive judgments on distance education and MOOCs, 29% of responses are neutral and 18% are negative. In general, distance education and MOOCs are perceived as a useful new education model by the Turkish people.Scientific novelty. This paper is the first sentiment analysis of learners' opinions on MOOCs and distance learning in Turkey. Considering the increasing awareness of MOOCs and the need for e-business education, as the most demanded type of MOOCs, this is the first study investigating the priority of these two phenomena within the context of COVID-19.Practical significance. It is thought that this study will contribute to the stakeholders in terms of showing how MOOCs and micro-credentials have a high potential to understanding trends in education especially in the new normal after the COVID-19 pandemic. The holistic education model of institutions has difficulty meeting the competitive nature and result-oriented approach of the e-business ecosystem. This market reality requires the institutions to offer more to-the-point and applied education solutions. In terms of e-business (e-commerce, digital marketing) education, the importance of MOOCs as a solution-focused on “how” rather than “what” has been comprehensively discussed in the paper.Введение. Новая цифровая экономика и ее постоянно развивающаяся парадигма полностью изменили модель ведения бизнеса и методы обучения. MOOK (массовые открытые онлайн-курсы) и программы микроквалификаций - это образовательные интерфейсы, которые превратились в важный инструмент учебной среды. В высших учебных заведениях дистанционное обучение стало незаменимым альтернативным методом преподавания при обновлении и передаче классических учебных материалов в соответствии с реальными условиями.Цель данного исследования - определить готовность и отношение общества к концепции МООК и дистанционного обучения, а также подчеркнуть неизбежность их использования в образовательных учреждениях любого уровня, для того чтобы внести фундаментальные изменения в учебные планы, особенно в программы курсов электронного бизнеса - наиболее востребованного направления образовательных курсов на платформах МООК.Методология и методы исследования. В исследовании анализируется осведомленность общества о концепции MOOK. Восприятие и отношение респондентов к МООК было рассмотрено с помощью сентимент-анализа на платформе Eksi Sozluk (социальная коммуникационно-дискуссионная онлайн-площадка). Результаты. Согласно результатам сентимент-анализа, 52 % опрошенных оценивают дистанционное обучение и МООК положительно, 29 % - нейтрально и 18 % - отрицательно. В общем, дистанционное образование и МООК воспринимаются респондентами как новая полезная модель образования. Научная новизна. Авторы впервые провели сентимент-анализ мнений о МООК и дистанционном обучении среди пользователей этих платформ в Турции. Это первое исследование, в котором рассматривается приоритетность растущей осведомленности о МООК и необходимости в дистанционном бизнес-образовании как наиболее предпочтительном типе МООК в условиях пандемии COVID-19. Практическая значимость. Предполагается, что данное исследование будет способствовать демонстрации заинтересованным участникам того, что МООК и программы микроквалификаций имеют высокий потенциал для осмысления тенденций изменения образования, особенно в условиях модели новой нормальности после пандемии COVID-19. Целостная образовательная модель учреждения образования сопряжена с трудностями в плане соответствия конкурентному характеру и ориентированному на результат подходу экосистемы электронного бизнеса. Рыночная реальность требует, чтобы учебные заведения предлагали более целенаправленные и прикладные образовательные решения для развития данной сферы обучения. Что касается курсов электронного бизнеса (электронная коммерция, цифровой маркетинг), то важность MOOК как решения, ориентированного на то, как, а не что, подробно обсуждается в статье.The present research is supported by Inonu University Scientific Research Projects Coordination Unit (Project No. SBA-2021-2442).Данное исследование поддержано Отделом координации научно-исследовательских проектов Университета Инёню (проект № SBA-2021-2442)

Paralegal Students’ and Paralegal Instructors’ Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses.  This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses.  Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses.  Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses.  Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors.  No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. 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Adoption of E-Learning at Higher Education Institutions: A Systematic Literature Review

[EN] The concept of e-learning offers a number of benefits, however, the effective adoption of e-learning systems at HEIs is a relatively new concept and thus a challenging task. The comprehensive review of extant literature on the topic of adoption of e-learning systems at HEIs is provided. Using PRISMA search technique, relevant articles published from 2005 to 2020 owing to the widespread adoption of e-learning since 2005 were selected. The paper identifies and puts forward the level of compatibility and readiness of students and teachers in adopting e-learning, factors that motivate and hinder the adoption of e-learning respectively, benefits of adopting an e-learning system, and the strategies for the effective implementation of e-learning at the higher education institutions. In this realm of COVID-19 and e-learning, this paper also envisage different strategies, policies and recommendations for implementing e-learning in an effective way at HEIs.Awan, RK.; Afshan, G.; Memon, AB. (2021). Adoption of E-Learning at Higher Education Institutions: A Systematic Literature Review. Multidisciplinary Journal for Education, Social and Technological Sciences. 8(2):74-91. https://doi.org/10.4995/muse.2021.15813OJS749182Abou El-Seoud, M. S., Taj-Eddin, I. A., Seddiek, N., El-Khouly, M. M., & Nosseir, A. (2014). E-learning and students' motivation: A research study on the effect of e-learning on higher education. International Journal of Emerging Technologies in Learning, 9(4), 20-26. https://doi.org/10.3991/ijet.v9i4.3465Ahmed, S. S., Khan, E., Faisal, M., & Khan, S. (2017). The potential and challenges of MOOCs in Pakistan: a perspective of students and faculty. Asian Association of Open Universities Journal. https://doi.org/10.1108/AAOUJ-01-2017-0011Akçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334-342. https://doi.org/10.1016/j.chb.2015.12.054Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM). Australasian Journal of Educational Technology, 33(2). https://doi.org/10.14742/ajet.2741Al-Okaily, M., Alqudah, H., Matar, A., Lutfi, A., & Taamneh, A. (2020). Dataset on the Acceptance of e-learning System among Universities Students' under the COVID-19 Pandemic Conditions. Data in brief, 32, 106176. https://doi.org/10.1016/j.dib.2020.106176Al‐Taweel, F. B., Abdulkareem, A. A., Gul, S. S., & Alshami, M. L. (2021). Evaluation of technology‐based learning by dental students during the pandemic outbreak of coronavirus disease 2019. European Journal of Dental Education, 25(1), 183-190. https://doi.org/10.1111/eje.12589Al Shuaili, K., Al Musawi, A. S., & Hussain, R. M. (2020). The effectiveness of using augmented reality in teaching geography curriculum on the achievement and attitudes of Omani 10th Grade Students. Multidisciplinary Journal for Education, Social Technological Sciences, 7(2), 20-29. https://doi.org/10.4995/muse.2020.13014Alqahtani, A. Y., & Rajkhan, A. A. J. E. s. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. 10(9), 216. https://doi.org/10.3390/educsci10090216Au, O. T.-S., Li, K., & Wong, T. (2019). Student persistence in open and distance learning: success factors and challenges. Asian Association of Open Universities Journal. https://doi.org/10.1108/AAOUJ-12-2018-0030Azlan, C. A., Wong, J. H. D., Tan, L. K., Huri, M. S. N. A., Ung, N. M., Pallath, V., Tan, C. P. L., Yeong, C. H., & Ng, K. H. (2020). Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic-A case study from Malaysia. Physica Medica, 80, 10-16. https://doi.org/10.1016/j.ejmp.2020.10.002Bates, A. T. (2005). Technology, e-learning and distance education: Routledge. https://doi.org/10.4324/9780203463772Birch, D., & Burnett, B. (2009). Bringing academics on board: Encouraging institution-wide diffusion of e-learning environments. Australasian Journal of Educational Technology, 25(1). https://doi.org/10.14742/ajet.1184Cha, H., Park, T., & Seo, J. J. S. (2020). What should be considered when developing ICT-integrated classroom models for a developing country? , 12(7), 2967. https://doi.org/10.3390/su12072967Costa, C., Alvelos, H., & Teixeira, L. (2012). The use of Moodle e-learning platform: a study in a Portuguese University. Procedia Technology, 5, 334-343. https://doi.org/10.1016/j.protcy.2012.09.037Erdmann, A., & Torres Marín, A. J. (2019). Can we improve academic performance and student satisfaction without additional time cost for teachers? Evidence from a blended methodology in Microeconomics. Multidisciplinary Journal for Education, Social Technological Sciences, 6(2), 54-91. https://doi.org/10.4995/muse.2019.11869Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International journal of qualitative methods, 5(1), 80-92. https://doi.org/10.1177/160940690600500107Gerbic, P. (2011). Teaching using a blended approach-what does the literature tell us? Educational Media International, 48(3), 221-234. https://doi.org/10.1080/09523987.2011.615159Grimus, M. (2020). Emerging technologies: Impacting learning, pedagogy and curriculum development. In Emerging technologies and pedagogies in the curriculum (pp. 127-151): Springer. https://doi.org/10.1007/978-981-15-0618-5_8Hasan, R., Palaniappan, S., Mahmood, S., Abbas, A., Sarker, K. U., & Sattar, M. U. (2020). 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Choosing the right learning management system (LMS) for the higher education institution context: A systematic review. International Journal of Emerging Technologies in Learning, 11(6). https://doi.org/10.3991/ijet.v11i06.5644Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K., & Krause, K.-L. (2008). First year students' experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology, 24(1). https://doi.org/10.14742/ajet.1233Khan, A. A., & Umair, S. (2017). Handbook of research on mobile devices and smart gadgets in K-12 education: IGI Global. https://doi.org/10.4018/978-1-5225-2706-0Kim, H. J., Hong, A. J., & Song, H.-D. (2019). The roles of academic engagement and digital readiness in students' achievements in university e-learning environments. International Journal of Educational Technology in Higher Education, 16(1), 1-18. https://doi.org/10.1186/s41239-019-0152-3Kjellsdotter, A. (2020). What matter (s)? A didactical analysis of primary school teachers' ICT integration. Journal of Curriculum Studies, 52(6), 823-839. https://doi.org/10.1080/00220272.2020.1759144Kobusińska, A., Leung, C., Hsu, C.-H., Raghavendra, S., & Chang, V. (2018). Emerging trends, issues and challenges in Internet of Things, Big Data and cloud computing. In: Elsevier. https://doi.org/10.1016/j.future.2018.05.021Lange, C., & Costley, J. (2020). Improving online video lectures: learning challenges created by media. International Journal of Educational Technology in Higher Education, 17(1), 1-18. https://doi.org/10.1186/s41239-020-00190-6Leo, S., Alsharari, N. M., Abbas, J., & Alshurideh, M. T. (2021). From Offline to Online Learning: A Qualitative Study of Challenges and Opportunities as a Response to the COVID-19 Pandemic in the UAE Higher Education Context. The Effect of Coronavirus Disease on Business Intelligence, 334, 203. https://doi.org/10.1007/978-3-030-67151-8_12Maldonado, U. P. T., Khan, G. F., Moon, J., & Rho, J. J. (2011). E‐learning motivation and educational portal acceptance in developing countries. Online Information Review. https://doi.org/10.1108/14684521111113597Mayer, R. E. (2014). Multimedia instruction. In Handbook of research on educational communications and technology (pp. 385-399): Springer. https://doi.org/10.1007/978-1-4614-3185-5_31Mehall, S. (2021). Purposeful interpersonal interaction and the point of diminishing returns for graduate learners. The Internet Higher Education, 48, 100774. https://doi.org/10.1016/j.iheduc.2020.100774Memon, A. B., & Meyer, K. (2017). Why we need dedicated web-based collaboration platforms for inter-organizational connectivity? A research synthesis. International Journal of Information Technology and Computer Science, 9(11), 1-11. https://doi.org/10.5815/ijitcs.2017.11.01Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet Higher Education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001Mtebe, J. S., & Raphael, C. J. A. J. o. E. T. (2018). Key factors in learners' satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania. 34(4). https://doi.org/10.14742/ajet.2993Mumtaz, N., Saqulain, G., & Mumtaz, N. (2021). Online academics in Pakistan: COVID-19 and beyond. Pakistan Journal of Medical Sciences, 37(1), 283. https://doi.org/10.12669/pjms.37.1.2894Naveed, Q. N., Muhammed, A., Sanober, S., Qureshi, M. R. N., & Shah, A. (2017). Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities. International Journal of Emerging Technologies in Learning, 12(6). https://doi.org/10.3991/ijet.v12i06.7003Ngampornchai, A., & Adams, J. (2016). Students' acceptance and readiness for E-learning in Northeastern Thailand. International Journal of Educational Technology in Higher Education, 13(1), 1-13. https://doi.org/10.1186/s41239-016-0034-xOlum, R., Atulinda, L., Kigozi, E., Nassozi, D. R., Mulekwa, A., Bongomin, F., Kiguli, S. J. J. o. M. E., & Development, C. (2020). Medical education and E-learning during COVID-19 pandemic: awareness, attitudes, preferences, and barriers among undergraduate medicine and nursing students at Makerere University, Uganda. 7, 2382120520973212. https://doi.org/10.1177/2382120520973212Ouatik, F., & Ouatik, F. (2021). Learning Management System Comparison: New Approach Using Multi-Criteria Decision Making. Paper presented at the International Conference on Business Intelligence. https://doi.org/10.1007/978-3-030-76508-8_17Panda, S., & Mishra, S. (2007). E‐Learning in a Mega Open University: Faculty attitude, barriers and motivators. Educational Media International, 44(4), 323-338. https://doi.org/10.1080/09523980701680854Paul, J., & Criado, A. R. (2020). 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Data mining techniques for the study of online learning from an extended approach. Multidisciplinary Journal for Education, Social Technological Sciences, 6(1), 1-24. https://doi.org/10.4995/muse.2019.11482Sayaf, A. M., Alamri, M. M., Alqahtani, M. A., & Al-Rahmi, W. M. (2021). Information and Communications Technology Used in Higher Education: An Empirical Study on Digital Learning as Sustainability. Sustainability, 13(13), 7074. https://doi.org/10.3390/su13137074Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306. https://doi.org/10.1080/08923647.2019.1663082Tarhini, A., Hone, K., & Liu, X. (2014). Measuring the moderating effect of gender and age on e-learning acceptance in England: A structural equation modeling approach for an extended technology acceptance model. 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Social distance through music in EFL students

[EN] Music is constantly around us and, if in English, it fosters social distance in EFL students, consequently increasing the level of affinity with the language, however, can social distance help with other personal aspects? Music lyrics provide different perspectives that can become enriching on an academic level, as music brings cultural aspects of the country of origin and directly affects emotions, therefore song lyrics may become a very powerful instrument when combining social distance and the level of English of students in order to improve academic and future professional performance, among others.The aim of this study was to measure the impact of social distance on the improvement of academic performance, emotional states and future prospects in EFL students. In order to measure those variables, a questionnaire, based on the Likert scale, conducted amongst 82 students from different educational centres. Resulting data analysed with the use of the structural equation modeling (SEM-PLS) revealed the relevance of social distance through music in order to improve learning processes, to feel emotions and to consolidate hopes for future prospects.Sánchez González, MG. (2021). Social distance through music in EFL students. Multidisciplinary Journal for Education, Social and Technological Sciences. 8(2):42-59. https://doi.org/10.4995/muse.2021.15014OJS425982Abbot, M. (2002). Using music to promote L2 learning among adult learners. Tesol journal, 11(1).Alcaraz Varó, E. (2000). El inglés profesional y académico. Alianza Editorial.Aragão, R. (2011). Beliefs and emotions in foreign language learning. Fuel and Energy Abstracts,39(3), 302-313. https://doi.org/10.1016/j.system.2011.07.003Bogt, T., Mulder, J., Raaijmakers, Q.A.W., & Gabhainn, S.N. (2011). Moved by music: A typology of music listeners. Psychology of Music, 39(2), pp. 147-163. https://doi.org/10.1177/0305735610370223Chin, W.W. (1998). 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ELABORATING A MULTI-ITEMS SCALE TO EVALUATE THE DECISIVE FACTORS FOR THE USE OF TECHNOLOGICAL INNOVATION IN DISTANCE EDUCATION

O objetivo deste estudo é testar estatisticamente a adequação de um modelo de escala multiitens com intuito de avaliar os fatores que determinam o uso de inovação tecnológica na Educação a Distância, na percepção dos docentes dos cursos de Administração e Ciências Contábeis. Para alcançar o objetivo deste estudo, verificaram-se, por meio de uma pesquisa na literatura, os atributos que influenciam no uso de inovação tecnológica, identificaram-se os construtos propostos por Rogers (1983) e posteriormente ampliados por Moore e Benbasat (1991), fundamentados pela Teoria da Difusão de Inovação (TDI). A amostra do estudo corresponde a 436 docentes atuantes em cursos na modalidade à distância na área de negócios. Os construtos testados são: a vantagem relativa, a compatibilidade, a facilidade de uso, a experimentação, a imagem, a demonstração de resultado, a visibilidade, o voluntarismo e o uso da inovação tecnológica (determinado, neste estudo, o Ambiente Virtual de Aprendizagem (AVA)). O teste estatístico utilizado para a validação dos construtos foi a Análise Fatorial Confirmatória (AFC). Após a purificação do modelo, os resultados apontaram que os índices de ajustes do modelo foram adequados, os resultados comprovaram a validade convergente e discriminante, e todos os construtos evidenciaram consistência e confiabilidade. Assim, o modelo de medição tornou-se apropriado, ou seja, os itens medem adequadamente os construtos propostos para avaliar os fatores que determinam o uso de inovação tecnológica na Educação a Distância.This study aims at testing statistically the suitability of a multi-items scale model in order to evaluate the factors that establish the use of technological innovation in Distance Education to the point of view of Business and Accounting professors. To achieve this study’s goal, thought literature research, it was checked the attributes that affects the use of technologic innovation, it also was identified the constructs proposed by Rogers (1983) and later extended by Moore and Benbasat (1991) based on the Theory of Diffusion and Innovation (TDI).  The study’s sample is of 436 professors of distance learning business courses.  The constructs tested are: relative advantage, compatibility, ease of use, experimentation, image, income statement, visibility, volunteering and the use of technological innovation (established, in this study, by the Virtual Learning Environment (VLE)).  Statistic test used to valid the constructs was the Confirmatory Factor Analysis (CFA).  After purification of the model, the results showed that rates of adjustments of the model were suitable, the results confirmed the convergent and discriminative validity, and all constructs showed consistency and reliability. Thus, the measurement model has become appropriate, ie, the items measure properly the constructs proposed to evaluate the factors that determine the use of technological innovation in Distance Education

ELABORATING A MULTI-ITEMS SCALE TO EVALUATE THE DECISIVE FACTORS FOR THE USE OF TECHNOLOGICAL INNOVATION IN DISTANCE EDUCATION

O objetivo deste estudo é testar estatisticamente a adequação de um modelo de escala multiitens com intuito de avaliar os fatores que determinam o uso de inovação tecnológica na Educação a Distância, na percepção dos docentes dos cursos de Administração e Ciências Contábeis. Para alcançar o objetivo deste estudo, verificaram-se, por meio de uma pesquisa na literatura, os atributos que influenciam no uso de inovação tecnológica, identificaram-se os construtos propostos por Rogers (1983) e posteriormente ampliados por Moore e Benbasat (1991), fundamentados pela Teoria da Difusão de Inovação (TDI). A amostra do estudo corresponde a 436 docentes atuantes em cursos na modalidade à distância na área de negócios. Os construtos testados são: a vantagem relativa, a compatibilidade, a facilidade de uso, a experimentação, a imagem, a demonstração de resultado, a visibilidade, o voluntarismo e o uso da inovação tecnológica (determinado, neste estudo, o Ambiente Virtual de Aprendizagem (AVA)). O teste estatístico utilizado para a validação dos construtos foi a Análise Fatorial Confirmatória (AFC). Após a purificação do modelo, os resultados apontaram que os índices de ajustes do modelo foram adequados, os resultados comprovaram a validade convergente e discriminante, e todos os construtos evidenciaram consistência e confiabilidade. Assim, o modelo de medição tornou-se apropriado, ou seja, os itens medem adequadamente os construtos propostos para avaliar os fatores que determinam o uso de inovação tecnológica na Educação a Distância.This study aims at testing statistically the suitability of a multi-items scale model in order to evaluate the factors that establish the use of technological innovation in Distance Education to the point of view of Business and Accounting professors. To achieve this study’s goal, thought literature research, it was checked the attributes that affects the use of technologic innovation, it also was identified the constructs proposed by Rogers (1983) and later extended by Moore and Benbasat (1991) based on the Theory of Diffusion and Innovation (TDI).  The study’s sample is of 436 professors of distance learning business courses.  The constructs tested are: relative advantage, compatibility, ease of use, experimentation, image, income statement, visibility, volunteering and the use of technological innovation (established, in this study, by the Virtual Learning Environment (VLE)).  Statistic test used to valid the constructs was the Confirmatory Factor Analysis (CFA).  After purification of the model, the results showed that rates of adjustments of the model were suitable, the results confirmed the convergent and discriminative validity, and all constructs showed consistency and reliability. Thus, the measurement model has become appropriate, ie, the items measure properly the constructs proposed to evaluate the factors that determine the use of technological innovation in Distance Education

Models for online, open, flexible and technology enhanced higher education across the globe – a comparative analysis

Digital technology has become near ubiquitous in many countries today or is on a path to reach this state in the near future. Across the globe the share of internet users, for instance, has jumped in the last ten years. In Europe most countries have a share of internet users near to or above 90% in 2016 (last year available for international comparisons), in China the current share is 53%, but this has grown from just 16% in 2007, even in Ethiopia the share has grown from 0.4% to 15.4% in the same period (data from ITU). At the same time expectations of widespread adoption of digital solutions in higher education have been rising. In 2017 the New Media Consortium’s Horizon Report predicted that adaptive learning would take less than a year to be widely adopted (Adams Becker et al., 2017). And projects such as ‘Virtually Inspired’ are showcasing creative examples of how new technologies are already being harnessed to improve the quality of teaching and learning. Furthermore, discussion of the United Nations’ Sustainable Development Goals emphasise the key potentials that digital technology holds for achieving the goals for education in 2030 (UNESCO, 2017). These developments lead university and college leadership to the question of how they should position their institution. What type of digitalisation initiatives can be found practice beyond best practices and future potentials? This is the question that this study attempts to answer. It sets out to analyse how higher education providers from across the world are harnessing digitalisation to improve teaching and learning and learner support and to identify emerging types of practice. For this, it focuses on the dimensions of flexibility of provision (in terms of time, place and pace) and openness of provision (in terms of who has access to learning and support and who is involved in the design of learning provision), as both of these dimensions can significantly benefit from integration of digital solutions. The method of information collation used by the study was a global survey of higher education institutions (HEIs) covering all world continents, more than thirty countries and 69 cases. The survey found that nearly three-quarters of all HEIs have at least one strategic focus and typologies were developed based on this analysis to group HEIs with similar strategic focuses. Overall, the findings suggest that most higher education providers are just at the beginning of developing comprehensive strategies for harnessing digitalisation. For this reason, the authors of this study believe that providers can benefit from the outcomes of this study’s research, as it can be used by university and college leadership for benchmarking similarities and differences and for cooperative peer learning between institutions. The database of cases and the guidelines for reviewing current strategies, which accompany this study, aim to facilitate this learning and evaluation process

Strategies to improve retention of postgraduate business students in distance education courses: an Australian case

In spite of the clear value of postgraduate business students to many providers of distance education courses, the factors affecting the retention of these students have received limited attention in the literature. In addressing this gap, this paper presents the findings of a qualitative study into the factors affecting the retention of postgraduate business students at a major Australian distance education university. The findings of this study suggest that a range of situational, dispositional and attitudinal factors impact upon student retention on this context, both as enablers of and obstacles to ongoing participation. In many cases, these factors differ to those identified in the existing literature on student retention. Based on these findings, we present a range of strategies designed to improve the retention of postgraduate business students by maximising enabling factors and minimising the impact of any identified obstacles. Limitations of the study and suggestions for further research are also presented