The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring

The study focused on variables which were posited to capture undergraduate students' experiences with a large-scale online tutoring service, and relationships with the students’ perceptions of their academic capabilities and academic performance. A theoretical model incorporating variables from research on Technology Acceptance and Social Cognitive Theory was developed and tested. A total of 365 undergraduate students from a university located in Sydney, Australia, completed an online survey. Data were analysed using confirmatory factor analysis (CFA) and structural equation modeling (SEM), and multi-group analyses (MGA). The measurement model demonstrated configural, metric and scalar invariance. There were differences between males and females regarding latent means, with females scoring higher than males for facilitating conditions. The regression paths were consistent across males and females (i.e., invariant) in the full structural model. Facilitating conditions was positively associated with the perceived usefulness of technology, which in turn was positively associated with academic self-efficacy. Surprisingly, perceived ease of use did not have a statistically significant association with perceived usefulness. Academic self-efficacy was positively associated with academic achievement. Implications, particularly for online tutoring service providers, are discussed

Fintech and Young Adult Consumers

Given the importance of fintech and it’s relevance to young adults, this study aimed to investigate young adults’ FL and to identify the level and influence of fintech on the behaviour of young consumers aged 17 to 24 years old. To achieve this aim, the project had the following objectives: to determine the association between FL and fintech adoption among young people and to understand variables that could play a role in young people’s fintech adoption. Through an inductive review approach, we conducted a content analysis to uncover findings regarding the influence of fintech on young individuals. This summary report has identified several themes such the association between financial literacy and the adoption of fintech, young people’s inclination to use fintech and parents’ role in financial literacy

Exploring user experience of digital pen and tablet technology for learning chemistry : applying an activity theory lens

Mobile learning technologies are spreading rapidly in educational institutions throughout the world. Although research findings concerning the efficacy of mobile technologies for improving student outcomes are generally promising, there are still significant gaps in the research literature, particularly data from direct observational studies. This empirical investigation focused on how students made use of tablet devices and digital pens for learning Chemistry in an undergraduate university course. Observational data in the form of videos and static images, as well as, interview responses, were the main sources of data collected for the study. Activity theory was employed as the guiding theoretical framework to analyse and interpret the data. Several themes emerged from the data analyses, including the affordances of digital pen technology for facilitating reflective thinking, flexibility, peer collaboration, emerging learning and focused learning. It was also found that the use of these mobile technologies was contextualized, dependent on individual differences, and had challenges, for example, there was limited synchronicity between the operational design of the mobile devices and natural human movement. One of the main implications of the research is that when higher education institutions consider the potential benefits and challenges associated with mobile technologies they should take account of the interactions that occur between components within a system including, students, technological devices, and emerging learning processes

Initial development of the Meaningful Learning with Technology Scale (MeLTS) for high-school students

With the rapid developments in emerging technologies and the emphasis on technologies in learning environments, the connection between technologies and meaningful learning has strengthened. Developing an understanding of the components of meaningful learning with technology is pivotal, as this may enable educators to make more informed decisions about classroom interventions and pedagogies for the effective use of technologies to foster learning. The main aim of this study was therefore to address the research gap in exploring the components involved in meaningful learning with technology through the development of the Meaningful Learning with Technology Scale (MeLTS) instrument, developed to assess high-school students’ understanding of meaningful learning and the specific roles of technologies in learning. The results obtained from exploratory factor analysis and confirmatory factor analysis support the nine-factor structure of MeLTS

Problem solving with systems modelling tools

In line with the advancement of technology in the teaching and learning landscape, this chapter discusses how systems dynamic tools support problem solving. Problem solving not only plays a central role in education (Taconis, Ferguson-Hessler & Broekkamp, 2001) but is also the most important cognitive process in our everyday life. Almost everything we do revolve around problem solving. In this chapter, I argue that to foster meaningful learning, problem solving tasks must be embedded in authentic learning context and supported by activities such as systems modelling that seek to enable problem solvers to externalise their mental model in the most engaging way which will eventually lead them to the construction of more sophisticated conceptual frameworks

Editorial: Volume 33 Issue [2]

Teacher education has been a key area of research in the past decades, and is the focus of the first four articles. Given the prominent role of teachers in shaping the nation’s future, it seems imperative that considerable effort and attention is invested in teacher education and development, to cultivate adaptive, skilful, and knowledgeable teachers who are ready to take on the challenges of the classroom. With technology being an integral part of teaching and learning, researchers are investing in how technology shapes and benefits teaching. However, as rightfully pointed out in the first article by Becuwe, Roblin, Tondeur, Thys, Castelein, and Voogt, it is a daunting task for teacher educators to model effective integration of technology. To find ways for bringing together teaching and technology, these researchers adopted a Delphi study aimed at synthesising the knowledge and views of various stakeholders about the conditions for the successful implementation of teacher educator design teams (TeDTs) for ICT integration. Some important conditions were identified by the researchers, such as: (1) the creation of an atmosphere of trust, and (2) responsible participants with a shared TPACK goal over the long run - which is key to the collaboration process. These conditions are useful for institutions to consider when implementing TeDTS for ICT integration

Technologies for literacy : using technologies in a problem solving environment

As technologies have become an integral part of our lives, the way we read and understand text has changed drastically. In this paper, we discuss how various technologies support learners’ reading and writing skills within the context of meaningful learning. Next, using elaborated cases, we argue that situating learners in problem solving environments and engaging them in authentic tasks has far-reaching benefits for learning as technologies play the role of cognitive tools in such environments

Generating synergy between conceptual change and knowledge building

This paper is an initial effort to review the reciprocity between the theoretical traditions of conceptual change and knowledge building by discussing the underlying epistemological assumptions, objectives, conceptions of concepts and ideas, and mechanisms that bring forth the respective goals of these two traditions. The basis for generating clarity between both traditions provides the argument for a powerful framework for advancing learning. Three key points are discussed in support of such a framework. First, the paper carefully examines how knowledge building explicates the recent theory of conceptual change by acknowledging the need to consider both sociocultural and cognitive aspects in the knowledge acquisition process. Next, the contribution of knowledge building in this perspective is its emphasis on knowledge building discourse. Finally, the discussion incorporates the epistemic framework espoused by Murphy to complement the knowledge building approach

Examining intentional knowing among secondary school students : through the lens of metacognition

In this study, we examine intentional knowing through the lens of metacognition. Learners are not just active in their construction of meaning, but they can also be intentional. This would mean that they are cognitively engaged in the learning process, monitoring and regulating their learning. To learn intentionally, students must consciously understand and be able to define their strengths and weaknesses, their learning processes, how they examine the way they execute learning tasks, monitor learning, evaluate learning, and whether they innovate in order to learn intentionally. The two main purposes of this study are to examine whether the IKIS (revised MAI) is able to provide a six-factor solution to explain intentional knowing and to predict the influences of age and intellectual ability on students' intentional knowing. This study involved 732 secondary school students, and several statistical analyses such as exploratory and confirmatory factor analysis were performed. A six-factor solution was generated and the implications of this study are discussed

Exploring the relationship between intention to use mobile phone as a visualization tool and regulation of cognition

The use of computers for learning is often a complex issue which involves cognitive and metacognitive concerns. This gives rise to our interest in examining the intention to use technology with relation to regulation of cognition. The use of technology for learning would necessarily require learners to exercise a certain level of regulation over their course of actions, especially when technology is fast becoming an integral part of the education landscape. In this study, we are keen to examine the relationship of using technology (mobile phone) as a visualization tool for learning and regulation of cognition. We have established the validity of our research model. The model could therefore offer guidance to the way we relate regulation of cognition to intention to use technology as a visualization tool. Compared to other research done elsewhere, our results show that only college (Humanities, Business, Science and Engineering) exerted a significant effect on the intention to use technology as a visualization tool (mobile phone), and there was no significant effect of gender, age group or year of study