Using a learning management system in secondary education : design and implementation characteristics of learning paths

The general aim of this dissertation was to increase the knowledge on how Learning Management Systems (LMS) are used by secondary school teachers and to examine the design and implementation of learning paths

Digital learning resources and ubiquitous technologies in education

This research explores the educators' attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst two hundred forty-one educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educator’s perspective. Principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a step-wise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study’s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this paper puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.peer-reviewe

The technology acceptance of mobile applications in education

This research explores the educators' attitudes and behavioural intention toward mobile applications. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further investment in mobile learning (m-learning). A quantitative study was carried out amongst two hundred forty-one educators in small EU state. It has investigated the costs and benefits of using ubiquitous resources, including tablets for m-learning in schools. A principal component analysis has indicated that the educators were committed to using mobile technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in m-learning resources. In conclusion, this contribution puts forward key implications for both academia and practitioners.Ministry of Education and Employment, Maltapeer-reviewe

Measuring the educators’ behavioural intention, perceived use and ease of use of mobile technologies

This research explores the educators' attitudes and behavioural intention toward mobile applications. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further investment in mobile learning (m-learning). It has investigated the educators’ stance toward ubiquitous learning resources, including mobile applications (apps) in schools. A principal component analysis has indicated that the educators were committed to using mobile technologies. In addition, a stepwise regression analysis has indicated the socio-demographic variables affected the educators’ perceived ease of use and usefulness of mobile technologies in classroom activities. This study has shown that that the younger female respondents were increasingly engaging in m-learning resources. In conclusion, this contribution puts forward key implications for both academia and practitioners.Ministry of Education and Employment, Malta.peer-reviewe

Teaching and Learning with Mobile Technology : A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education

En: PLOS One, 10(12): e0144008. doi:10.1371/journal.pone.0144008This paper investigates teachers’ and students’ perceptions concerning the impact of using tablet devices for teaching and learning purposes. An explorative focus group study was conducted with teachers (n = 18) and students (n = 39) in a secondary school that has implemented tablet devices since 2012. The general finding of this study shows that the use of tablet devices in the classroom setting has an impact on both teaching and learning practices. The results suggest that teachers can be divided into two categories: the innovative teachers and the instrumental teachers. Innovative teachers attempt to shift from a teachercentered to a learning-centered approach. They have changed their teaching style by transforming lessons in accordance with the advantages tablet computers can offer. Instrumental teachers seem to use the device as a ‘book behind glass’. The distinction between the two groups has consequences for both the way courses are given and how students experience them. In general, the introduction of tablet devices entails a shift in the way students learn, as the devices provide interactive, media-rich, and exciting new environments. The results of this study indicate that policy makers should consider introducing technical and pedagogical support in order to facilitate both teachers’ and students’ understanding of the full potential of this kind of technology in education

ICT Integrated in Higher Education: The Activities, Context and Effects

Accompanying with the development and advancement of ICT integrated in higher education, it enabled the progressive changes in centered pedagogies and practices. This study attempts to explore the context in ICT integrated education with student perspective and to propose a research model combining with readiness and activity theory to exam the effects of ICT integrated in higher education and the learning performance. 603 questionnaires were collected from the universities in Taiwan and analyzed with AMOS. The results indicate that informational-based readiness has positive effect on user’s readiness, user’s readiness and schools’ ICT support both have positive effects on ICT actual use, and ICT actual use also has positive effect on their perceived satisfaction (performance). The findings could enrich the research of ICT integrated education with different perspectives, and would be helpful to extend to the long-term development in academics and practical ICT application

Teachers’ acceptance and use of digital learning environments after hours : implications for work-life balance and the role of integration preference

While a growing number of teachers use information and communication technology (ICT) for work tasks outside the formal working hours and premises, research is inconclusive how this relates to their work-life balance. Following calls to examine the antecedents and moderating mechanisms of such behavior, the present study aims to examine how technology acceptance relates to work-related ICT use after hours (WIA) and work-life balance, as well as how employees' integration preference affects these relationships. Data was collected among 288 secondary school teachers in Flanders (Belgium) concerning their use of digital learning environments (DLE) beyond school grounds and school hours. Structural equation modelling shows that social influence reduces teachers' work-life balance mediated by WIA. While there was no support for other technology acceptance factors or the moderating role of integration preference, performance expectancy of the DLE and integration preference were associated with a higher work-life balance. Hereby, this study contributes to research on WIA by integrating the technology acceptance framework with boundary theory and work-life research. Overall, the findings show that DLE have an impact on teachers’ work-life balance independent of technological factors or their personal preference, underscoring the importance of school policies that cement the use of DLE in the private domain

Learning foreign languages online: A case of Chinese language learners in Ghana in the era of COVID -19

E-learning has gained prominence in education institutions across the world. Teaching and learning of the Chinese language at the University of Ghana has been done online due to the university’s announcement to use e-learning to curb the spread of the coronavirus. The aim of this paper is to investigate the online experiences of students learning Chinese language at the University of Ghana in the era of COVID -19. A structured questionnaire was employed using a simple descriptive case study to obtain the research information. The study selected two hundred and fifty (250) Chinese language learners who responded to the research questionnaires. Findings showed that the majority of the students desired to have training in e-learning because they considered it very useful since it enabled them to learn at their own pace and convenience. Most students shared that they have adequate skills in computing. The study also established that e-learning has become a new way of teaching and the study recommends adaptability in studying Chinese language through the internet