TOWARDS EXTENDING THE ORIGINAL TECHNOLOGY ACCEPTANCE MODEL (TAM) FOR A BETTER UNDERSTANDING OF EDUCATIONAL TECHNOLOGY ADOPTION

Technology acceptance model (TAM) is arguably the most widely used intention theory that explains the individual’s acceptance of a certain technology.  Since Davis introduced TAM in 1986, it has been applied and validated in a variety of disciplines, including educational sciences. However, scholars note that depending on a specific context, the original TAM needs to be extended, which has been done by introducing external variables and other theories. Despite the existent TAM2 and TAM3, numerous scholars still opt for the original TAM, extending it with the variables and theories that are relevant to the specific context of their study. The aim of the present paper is to provide an overview of validated TAM extensions, which might later help to further the understanding of educational technology acceptance, which is a prerequisite of its adoption. Since interdisciplinarity in various contexts is becoming more and more common, the overview presents TAM extensions that come from a number of different disciplines. The overview is based on 108 papers that were retrieved from the Web of Science (Clarivate Analytics) by searching for the keywords ‘extended Technology Acceptance Model’, ‘extended TAM’, and ‘TAM extension’.

Towards Active Evidence-Based Learning in Engineering Education:A Systematic Literature Review of PBL, PjBL, and CBL

Ajuts: This research was funded by The ECIU University project (project number 612521-EPP-1-2019-1-NL-EPPKA2-EUR-UNIV), co-funded by the ERASMUS+ Programme of the European Union.Implementing active learning methods in engineering education is becoming the new norm and is seen as a prerequisite to prepare future engineers not only for their professional life, but also to tackle global issues. Teachers at higher education institutions are expected and encouraged to introduce their students to active learning experiences, such as problem-, project-, and more recently, challenge-based learning. Teachers have to shift from more traditional teacher-centered education to becoming instructional designers of student-centered education. However, instructional designers (especially novice) often interpret and adapt even well-established methods, such as problem-based learning and project-based learning, such that the intended value thereof risks being weakened. When it comes to more recent educational settings or frameworks, such as challenge-based learning, the practices are not well established yet, so there might be even more experimentation with implementation, especially drawing inspiration from other active learning methods. By conducting a systematic literature analysis of research on problem-based learning, project-based learning, and challenge-based learning, the present paper aims to shed more light on the different steps of instructional design in implementing the three methods. Based on the analysis and synthesis of empirical findings, the paper explores the instructional design stages according to the ADDIE (analysis, design, development, implementation, and evaluation) model and provides recommendations for teacher practitioners

Žemaičių tarmės Renesansas ir (ne)autentiškos žemaičių savimones konstravimas

Many scholars in the field of the Reversing Language Shift (RLS) studies suggest that the Internet provides free and unlimited possibilities to promote and maintain endangered or lesser spoken linguistic varieties. It has been noticed that Samogitians in Lithuania have recently became very active in promoting their dialect on the Internet, especially on the social media. Therefore, the thesis discusses some indicators of the Samogitian Renaissance and analyzes the elements of the Samogitian identity as the former and the latter are portrayed on various Samogitian groups on Facebook. The study employs several approaches, including Language Maintenance, Cybercultures, the Theory of Commodification, and the Theory of Multimodality. The results reveal that the essential element of the Samogitian identity is their dialect due to which, in spite of the increasing moral and financial support, the speakers of the variety still feel stigmatized.Žemaičių tarmės Renesansas ir (ne)autentiškos žemaičių savimones konstravimasHumanitarinių mokslų fakultetasVytauto Didžiojo universiteta

A Case Study on Emerging Learning Pathways in SDG-Focused Engineering Studies through Applying CBL

Recently, a growing number of Higher Education institutions have started to implement challenge-based learning (CBL) in study processes. However, despite the growing Higher Education attention to challenge-based learning, research on the method, especially in Engineering education, has not been extensively conducted and made publicly available to the community of researchers and teaching practitioners. To bridge this gap, this paper provides a case analysis of implementing challenge-based learning in a Master’s degree program for engineering students, aiming to highlight the main aspects of combining challenge-based learning and Sustainable Development Goal 11 (SDG 11), namely sustainable cities and communities. The findings are consistent with previous CBL studies revealing positive benefits of implementing the method; however, the paper adds novelty by showcasing the learning pathways that emerge to learners and teachers when CBL is implemented in an SDG-11-focused course

Digital Competences for Language Teachers: Do Employers Seek the Skills Needed from Language Teachers Today?

Language proficiency is essential for 21st Century skills, and for the ability to obtain and utilize new competencies in the future. Digitalization is greatly affecting the language learning settings, and more digital skills are needed amongst teachers. Thus, it is interesting to see what kind of demands the new working life puts on the future language teachers in all areas of the sector. To better understand the role of national policies on digital competence and their impact on language teacher’s recruitment, this study investigates existing strategies for digital competence for language teachers in 11 countries, and their representation in job announcements. The study uses qualitative content analysis as well as quantitative analysis represented by descriptive statistics. The former includes document analysis of strategies on different levels and gives an overview of existing trends and new tendencies considering digital skills for language teachers. The latter comprises a search and classification of 854 job announcements throughout Europe according to three levels of digital competences to see which skills are being asked for when hiring language teachers. The results indicate that there are discrepancies between strategies being implemented at overarching levels and the institutional practices. We also demonstrate discrepancies between the needs described for the 21st Century and the defined skills in the job announcements. Among other results, the study highlights the need for more targeted job announcements to attract teachers with the desired digital skills

Towards Active Evidence-Based Learning in Engineering Education : A Systematic Literature Review of PBL, PjBL, and CBL

Ajuts: This research was funded by The ECIU University project (project number 612521-EPP-1-2019-1-NL-EPPKA2-EUR-UNIV), co-funded by the ERASMUS+ Programme of the European Union.Implementing active learning methods in engineering education is becoming the new norm and is seen as a prerequisite to prepare future engineers not only for their professional life, but also to tackle global issues. Teachers at higher education institutions are expected and encouraged to introduce their students to active learning experiences, such as problem-, project-, and more recently, challenge-based learning. Teachers have to shift from more traditional teacher-centered education to becoming instructional designers of student-centered education. However, instructional designers (especially novice) often interpret and adapt even well-established methods, such as problem-based learning and project-based learning, such that the intended value thereof risks being weakened. When it comes to more recent educational settings or frameworks, such as challenge-based learning, the practices are not well established yet, so there might be even more experimentation with implementation, especially drawing inspiration from other active learning methods. By conducting a systematic literature analysis of research on problem-based learning, project-based learning, and challenge-based learning, the present paper aims to shed more light on the different steps of instructional design in implementing the three methods. Based on the analysis and synthesis of empirical findings, the paper explores the instructional design stages according to the ADDIE (analysis, design, development, implementation, and evaluation) model and provides recommendations for teacher practitioners