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Do Teamwork Experience and Self-Regulated Learning Determine the Performance of Students in an Online Educational Technology Course?
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Oyelere, Solomon Sunday; Olaleye, Sunday Adewale; Balogun, Oluwafemi Samson; Tomczyk, Lukasz – Education and Information Technologies, 2021
This study uses the quantitative research approach to examine the connection between students' teamwork experience, self-regulated learning, technology self-efficacy, and performance in an online educational technology course. Sixty-three (63) students participated in this study. The study data were collected through an online questionnaire that…
Descriptors: Teamwork, Student Experience, Learning Strategies, Academic Achievement
Impact of Extracurricular Synchronous and Asynchronous Computer-Mediated Communication between Students and Teachers on Digital Reading Performance: Evidence from 53 Countries/Regions
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Hu, Jie; Yu, Hangyan – Education and Information Technologies, 2023
This study compared the effects of extracurricular synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ASCMC) between students and teachers on students' digital reading performance at different frequencies. 392,269 samples from 53 countries/regions that participated in the Programme for…
Descriptors: Extracurricular Activities, Asynchronous Communication, Synchronous Communication, Computer Mediated Communication
Effects of Motivation, Academic Stress and Age in Predicting Self-Directed Learning Readiness (SDLR): Focused on Online College Students
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Heo, JeongChul; Han, Sumi – Education and Information Technologies, 2018
The purpose of this study is to determine whether the self-directed learning readiness (SDLR) among online students might be significantly predicted by motivation, academic stress, and age. To complete the purpose of this study, the Pearson correlation and multiple-regression are analyzed. The participants for this study are college students who…
Descriptors: Motivation, Independent Study, Online Courses, Electronic Learning
Predictors of Teachers' Use of ICT in School--The Relevance of School Characteristics, Teachers' Attitudes and Teacher Collaboration
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Drossel, Kerstin; Eickelmann, Birgit; Gerick, Julia – Education and Information Technologies, 2017
This paper is based on the research question of what predictors (school characteristics, teachers' attitudes, teacher collaboration and background characteristics) determine secondary school teachers' frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor…
Descriptors: Institutional Characteristics, Information Technology, Teacher Attitudes, Teacher Collaboration
"What I Learn Is What I Like." How Do Students in ICT Supported Problem-Based Learning Rate the Quality of the Learning Experience, and How Does It Relate to the Acquisition of Competences?
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Scholkmann, Antonia – Education and Information Technologies, 2017
Although advocated in theory, research findings on the benefits of ICT integration into inquiry-based learning arrangements such as problem-based learning (PBL) are still ambiguous. One explanation might be that until now students' subjective views on learning in ICT-integrated, inquiry-based arrangements have not been considered extensively. The…
Descriptors: Problem Based Learning, Learning Experience, Information Technology, Technology Integration
Students' Acceptance of File Sharing Systems as a Tool for Sharing Course Materials: The Case of Google Drive
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Sadik, Alaa – Education and Information Technologies, 2017
Students' perceptions about both ease of use and usefulness are fundamental factors in determining their acceptance and successful use of technology in higher education. File sharing systems are one of these technologies and can be used to manage and deliver course materials and coordinate virtual teams. The aim of this study is to explore how…
Descriptors: Student Attitudes, Shared Resources and Services, Technology Uses in Education, Educational Technology
Clickers and Formative Feedback at University Lectures
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Egelandsdal, Kjetil; Krumsvik, Rune Johan – Education and Information Technologies, 2017
Lecturing is often criticized for being a monological and student passive way of teaching. However, digital technology such as Student Response Systems (SRS) can be used to reconstruct the traditional lecturing format. During a series of five two-hour lectures in "qualitative methods" for first year psychology students, we used SRS to…
Descriptors: Audience Response Systems, Formative Evaluation, Lecture Method, Psychology