Adoption Of Learning Technologies Research Articles

HE system of choice: An emerging landscape of post-neoliberal, technocentric and socio-ecological conceptualisations of learning.

The marketisation of education, coupled with a globalised economy of provision, was supercharged by the adoption of learning technology following the COVID-19 pandemic. This has led to changes which have increased the potential for students to have a choice in the pace and place of their learning. What has emerged is the possibility for a diverse, accessible, and economically attractive set of 'learning offers' for globalised students brought about by increased competition between providers with implications for sustainable education. In critique of this new landscape, the project on which this paper reports used Soft Systems Methodology to explore an identified 'problematical situation' of factors influencing student choice about HE in the future. Work included a systematic literature review, running focus groups with expert witnesses including undergraduate students, and practitioner analysis using the Theory of Disruptive Innovation. Applying the scenarios developed, this paper presents a proposed 'Higher Education System of Choice' as a provocation for discussion that identifies an emerging landscape of post-neoliberal, technocentric and socio-ecological conceptualisations of learning.

A32Towards a taxonomy of scale: a sustainable approach

Taking simulation from concept through to scalable delivery is complex, contested and an under-theorized process. The traditional approaches to scaling innovations, proposed by Everett Rogers in the 1960s is the notion of diffusion of innovation; we argue that this is of limited use in our context of working with NHS health professionals supporting their learning post-covid. Our approach to scaling draws the upon the well-tested seminal works on taxonomies by Coburn (2003) [1] and her dimensional framework, Dede et al (2007) [2], with their educational scaling model, plus the systematic review of Greenhalgh et al (2004) [3] in health services. By considering the ways in which our eight Health Education England (HEE) simulation projects have been delivered, this work presents an emerging framework, designed to enable the orchestration of team discourse about theory, the production of simulation artefacts as tools for design discourse and the identification of scalable systemic pain points. We pay particular attention to scaling innovations in practice and organizational change, which are in our view enabling factors in the sustainable adoption of learning technologies by end users in the workplace. Successful scaling is more than just being about the number of users we can reach. It requires underpinning by an understanding about the changes in practice an innovation can bring about, and how valuable these changes are to stakeholders. Challenges remain as to whether such changes can be sustained over time, and the extent to which users and stakeholders are involved in co-creating the innovation. Individuals within the organizations – and their attitudes, beliefs, and habits – play an equally important role in exploring new technologies and practices with an open mind and perceiving these as an added value in their work environment and daily routines. This work illustrates the need to strategically involve the ‘missing middle’ and starts to identify the key role these people play in that space between where scaling factors reside between top-down strategy and bottom-up initiatives. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A spectrum of surveillance: Charting functions of epistemic inequality across EdTech platforms in the post-COVID-19 era

Covid-19 and the public health policies emerging in response have laid bare a multiplicity of issues related to educational access and knowledge equity on a global scale. Among these, the quick shift to online and hybrid education models led teachers to adapt a plethora of digital platforms to deliver content and sponsor interactions). Such platforms range from institutionally sanctioned (and subscribed) Learning Management Systems (LMSs) to software provided by organizations beyond the institution and can pose a threat to student data and privacy. Data surveillance in educational contexts is not a new issue, nor is it only a strictly digital problem. However, the current milieu of constant and continuing public health crises has led to more frequent, uncritical, and hurried adoption of learning technologies. This article challenges professionals in higher education specifically to take a more critical look at the various EdTech platforms they are, have, and will adopt in the post-COVID-19 era, and the spectrum of surveillance such platforms enact. Through a review of common entities such as LMSs, Google Workspace for Education, and Zoom video conferencing software, this article demonstrates how these technologies place both teachers and students in a relationship to data and learning characterised by “epistemic inequality” or “unequal access to learning imposed by private commercial mechanisms''. By taking a closer look at the problematic surveillance functioning across EdTech, this article makes a case for Commons-based Peer Production communities as equitable, open educational alternatives that have resisted market-based neoliberalism and surveillance capitalism.

Investigating the Role of Learning Technology Adoption in Transforming Pakistan’s Higher Education Sector in the Post-pandemic Context

Tackling covid-19 and its spill-over effects on various aspects of the society is undoubtedly the most significant challenge faced by the modern world. In the past two years, there has been considerable research that has highlighted the issues and challenges associated with the pandemic. However, the other side of the story must be investigated as well i.e. the opportunity to ‘unbundle’ certain established practices. This research study focuses on Pakistan’s higher education sector, where the entire operational model of universities experienced a range of significant changes due to the pandemic. In this study, we investigate how ‘abrupt’ adoption of learning technology in Pakistani universities impacted the performance and engagement behaviors of two of the most important stakeholders, the students and the teachers. Data for the study has been collected from a sample of 360 teachers and 360 students using a survey questionnaire. This study used a two-phase study design in which the average age and gender differences for technology adaptability among online teachers and learners were compared through cross-tabulation of the teachers' and students' data. The adoption of learning technologies' mediating effect on the relationship between stakeholder engagement and performance were examined using SEM analysis. The results of this study quantified the weak mediator role that learning technology adoption played in the relationship between stakeholder engagement and performance. At a time, when technology integration within higher education is considered a ‘must’, our findings suggest that unplanned adoption and integration of technology can have negative consequences. Our analysis revealed that adoption of learning technology was a weak variable in the relationship between Engagement and Performance as it had a negative mediating effect and actually lessened the impact of the direct relationship between the variables.

Challenges and Opportunities for Online Learning in India

Today's digital world demands more effective learning models that allow students to actively participate/enrol in their education. Digital technology is influencing the way the instruction is delivered as well as the way the information is discovered and shared. Recently, the adoption of internet and mobile learning technologies have changed the traditional perspective of education. In India, e-learning could be the viable solution to provide education in the context of 21st century. Effective mobile and e-learning applications can be developed by conducting an analysis on the use of mobile devices and applications in online education. Despite numerous initiatives to promote the use of mobile learning for education, there are some issues that must be addressed. By considering the sudden shift towards online teaching in the rise of COVID-19 pandemic in India, this study summarizes the research findings of mobile and e-learning technologies to avoid potential complications with the implementation of this technology during any future pandemic situations in India. The proposed study also assists in understanding the current state of mobile learning technology adoption in India.

Challenges and Opportunities for Online Learning in India

Today's digital world demands more effective learning models that allow students to actively participate/enrol in their education. Digital technology is influencing the way the instruction is delivered as well as the way the information is discovered and shared. Recently, the adoption of internet and mobile learning technologies have changed the traditional perspective of education. In India, e-learning could be the viable solution to provide education in the context of 21st century. Effective mobile and e-learning applications can be developed by conducting an analysis on the use of mobile devices and applications in online education. Despite numerous initiatives to promote the use of mobile learning for education, there are some issues that must be addressed. By considering the sudden shift towards online teaching in the rise of COVID-19 pandemic in India, this study summarizes the research findings of mobile and e-learning technologies to avoid potential complications with the implementation of this technology during any future pandemic situations in India. The proposed study also assists in understanding the current state of mobile learning technology adoption in India.

Islamic Religious Education Learning Innovation (PAI) Based on a Mini-Webinar

The Covid-19 pandemic has provided an illustration of the continuity of the world of education in the future through the help of technology. To create fun, active, creative and innovative learning, students' skills and expertise are needed in adapting to the use of technology, which inevitably has to be able to use online learning applications. The fact that online webinar applications existed before the COVID-19 pandemic occurred is one of the proofs that in the future, learning can be carried out even if not face-to-face. Video conferencing technology can be an opportunity for the future of education, for example educational institutions can conduct blended learning, or even full time online. To be able to achieve this, the learning participants must be familiar with the use of learning technology. The purpose of this research is to evaluate the factors that can support the use or adoption of learning technology. This study uses the Technology Acceptance Model as an antecedent which is a predictor of adoption of technology use. The results of the study show that all variables have a positive and significant influence on the adoption of the use of technology for madrasah aliyah students in the city of Medan.

Beyond technology use: a people-centred approach to reconceptualising the adoption of learning technologies

Research into the adoption of learning technologies has identified predictive factors of individual adoption. However, this research largely assumes technology adoption-as-use, which, I argue, is technology-centric and disregards the role of teachers and their teaching practice. Following a people-centred approach, I sought to focus on teachers’ experiences during technology adoption and in doing so contribute to the notion of adoption-as-process. I undertook interpretive phenomenology research, conducting semi-structured interviews with a group of seven academic teachers in a New Zealand university where a new learning management system (LMS) was implemented following an institutional-wide LMS review. I analysed the interview data using a reflexive thematic analysis method. The findings indicate that technology adoption is more than technology use; it is laden with emotional experiences, learning experiences, experiences of inability to perform and experiences of incongruence in the teaching space. To facilitate appropriate individual adoption, the study calls for future research to focus on adoption-as-process and institutional practice to address emotional responses, enable learning in safe and authentic environments, scaffold performance, and align existing policies and practices with new technologies.

Skills, practice and challenges in the adoption of learning technologies in training and adult education


 
 
 Training and Adult Education is critical to Singapore’s effort to compete in the global economy and respond to its major economic and social challenges. iN.LEARN 2020, a key SkillsFuture initiative was introduced to catalyse the adoption of blended learning, through the use of technology-enabled learning and workplace learning, to enhance learning accessibility and relevancy. This paper reports the first nationwide survey that investigates the training and adult education landscape in Singapore. The findings provide baseline information of the current status of the use of learning technology in training and adult education and highlight issues and challenges in the adoption of learning technologies. A considerable proportion of training providers (47%) and adult educators (77%) reported using learning technologies in their training related work, however, use of learning technology may not linked to better learner experience or deep learning. Cost and lack of expertise are main obstacles to effective adoption of learning technologies. It provides implications to training organisations and adult educators to review their current programmes and skills, and to better design and implement technology enhanced learning. It also has implications for building partnerships among government agencies, enterprises and training providers and professionals to favourably exploit cutting- edge technology to support learning and performance.
 
 

Adoption of Education Technologies for Learning During COVID-19 Pandemic: The Experiences of Marginalized and Vulnerable Learner Populations in Kenya

The onset of COVID-19 made governments and other education actors prioritize distance learning, particularly through education technologies (EdTechs). Most sub-Saharan African countries adopted and adapted this approach. This paper examines the extent of EdTechs’ deployment in Kenya during the COVID-19 pandemic among marginalized and vulnerable populations. A cross-sectional study design was adopted for the study from which this paper drew its data, with both secondary and primary data utilized. The findings show that marginalized/vulnerable learner populations are still left out on EdTech supported learning. This article proposes salient recommendations that could help advance inclusive education discussion and related EdTechs’ discourse.

Learning Technologies among Academics in the United Arab Emirates: One Academic Year since COVID-19

This research aims to investigate the adoption of learning technologies among academics in higher education institutes within the United Arab Emirates (UAE) after completing one academic year teaching through a hybrid technique due to the Coronavirus (COVID-19) pandemic. The researchers propose a validated framework that integrates the Technology Acceptance Model (TAM), Social Cognition Theory (SCT), and Innovation Diffusion Theory (IDT). The research was conducted using the quantitative method, where 170 academics from 22 higher education institutes in the UAE completed an online survey. The researchers found that the adoption of learning technologies depends on the individual academics and the higher education institutes; therefore, the researchers suggest building a more effective strategy to accelerate adoption. Additionally, the researchers also found that the academics’ perceptions of the usefulness of learning technologies do not affect their behavior while utilizing them, and that the behavioral intention does not affect the actual usage of the learning technologies.

Adoption of learning technologies in times of pandemic crisis

Adoption of learning technologies in times of pandemic crisis

INFLUENCE OF TECHNOLOGY TYPE ON DEVELOPMENT OF INSTRUCTIONAL MATERIALS FOR DISTANCE EDUCATION

Purpose: no one technology can support all types of teaching and learning at a distance – the most effective approach is to combine a range of technologies. Using multiple technologies ensure that all learning styles are catered for and that significant opportunities for interaction between the learner and the tutor are provided. The general objective of the study was to evaluate influence of technology type on development of instructional materials for distance education.
 Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
 Findings: From the study findings, it is concluded that learning through experience influences the creation of new values which become attitudes that have a strong impact on teacher's behavior towards e-learning technology. Therefore, the attitude and values are singled out as a separate category as well, linking together certain factors that influence them. Because of the manner of academic teaching process, the most commonly used is blended learning model where a course instructor chooses the e-learning technology based on certain elements. The practice has shown that creating a blended learning environment is not easy and that course instructors have problems in many stages of designing the virtual learning environment, from the analysis of the course requirements, analysis of the student requirements, application of instructional design model, e-learning technology use, not understanding the concept of the quality of e-learning process and many other factors..
 Recommendations: The study recommends that is a need for more courses should be integrated in distance learning so as to cover all the courses offered to students. There is also need for students to enroll in practical classes for computer training. This will enable the less net savvy students to brace up so as to avoid being left behind by others. There is no doubt that a lot of pressures are facing our students when it comes to distance learning technology adoption, especially distance barrier. There is therefore, need for e-learning to be fully put in place to enable the group of students that their homes are far away from the school to participate in classes even when they are not able to make it to school. Finally, there should be availability of ICT infrastructure, the absence or inadequacy of which will totally hamper the idea of e-learning adoption in universities. There should be provision of computers and high bandwidth to enable the easy flow of classes online

Utilitarian and experiential aspects in acceptance models for learning technology

Identifying and understanding factors influencing the adoption of a specific technology in various educational settings is critical for maximizing the effectiveness of using the technology. Research based on Technology Acceptance Model (TAM) in education provides an extensive insight into constructs that influence the adoption of learning technology. Most of these constructs represent either the utilitarian or the experiential aspect, e.g., self-efficacy and system quality (utilitarian) or satisfaction and perceived enjoyment (experiential). However, no prior review tried to systematize how these aspects have been addressed in different learning contexts. This review investigates to what extent and how these aspects have been addressed in TAM-based studies in general and relative to the contextual factors: types of participants, types of technology, and learning environment factors. Therefore, 112 good-quality articles have been reviewed. 132 constructs that addressed the utilitarian aspect have been classified into categories such as user characteristics, technology characteristics, learning/teaching process characteristics, etc. 64 constructs from the pre-coded categories of ‘social influence’ and ‘experience of use’ addressed the experiential aspect. The utilitarian aspect has been largely studied in some learning contexts (e.g., adult learners and educators/teachers as participants), whereas the experiential aspect is more prominent in some other learning contexts (e.g., students in primary and secondary education as participants, hedonic technology). The review discusses and summarizes the identified research gaps, as well as some implications for future research.

Pengembangan Buku Ajar Pramuka Berbantuan Virtual Learning Environment (VLE)

Scouting is categorized as a new course which is compulsory in Physical Education, Health, and Recreation Study Program of IKIP Budi Utomo Malang. The development of a textbook for this course was triggered by the limited amount of modules as the students’ sources in learning. The adoption of technology in learning has fostered new ways and thoughts in teaching and learning process, thus it drives shifting in learning paradigm. The emergence of new paradigm causes changes in instructional design and media development. Virtual Learning Environment (VLE) is a place where information and knowledge gathered from books can be accessed online, therefore it has flexibility value on its implementation. This study aimed at designing and developing coursebook of Scouting Course based on VLE as companion material. This Research & Developmental (R&D) study applied Alessi and Trollip’s development procedure with three stages, namely planning, designing, and developing. Quantitative analysis was applied to process and interpret the result of observation and product’s try out as the data collection technique.

Learning technologies: A medium for the transformation of medical education?

Learning technologies are ubiquitous in medical schools, implemented in anticipation of more effective, active and authentic learning and teaching. Such thinking appears to be an instance of solutionism. The evidence is that academics' adoption of learning technologies is often limited in scale and scope and frequently fails to transform their teaching practices. This paper aims to provide a contextualised analysis of considerations pertinent to the adoption of learning technologies by teaching staff. We contextualise a framework for understanding adoption of learning technologies in higher education by medical education. We identify multiple precursors that predict individual patterns of adoption, illuminating factors related to the technology, the individual staff member charged with adoption and the working environment. We offer conceptual clarity to the vexed issue of learning technology adoption and provide evidence explaining why, despite their widely promulgated potential, learning technologies do not offer an easy route to the transformation of medical education.

Influence of level of trainers’ perception on Information Communication Technology Integration in Teaching and Learning of Engineering courses in National polytechnics in Kenya

Understanding trainers’ perceptions of innovation is the key to successful adoption of technology in learning. The purpose of this paper was to examine the level of trainers’ perception on Information Communication Technology (ICT) integration into teaching and learning of engineering courses in National polytechnics in Kenya. This study used mixed method research. The target population in this study was 140 engineering staff and the trainees, Heads of departments and Principals of Kisumu and Eldoret Nationa l Polytechnic and Kenya Technical Trainers College. Primary data was used, which was collected using structured questionnaires and interview schedules. Simple random sampling was used to identify the respondents from the relevant departments to participate in this study, while purposive sampling was used to select the principals to be interviewed. Reliability and validity of data collection instruments were ascertained through pilot testing. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data generated from the interview schedules was organized through content scrutiny. The results indicated that the level of trainers’ perception has a significant effect on ICT integration into teaching and learning. It was concluded that trainers are willing to undergo training to equip them with new knowledge in ICT to improve their productivity. It was recommended that the National Polytechnic management, in partnership with the Ministry of Education, should carry out assessment of skills and needs as far as ICT integration is concerned.

An Assessment of university undergraduates’ adoption of mobile technologies for learning

The study examined influence of undergraduates’ perceived usefulness and ease of use of mobile technologies on its adoption for learning. Two research questions guided the study. Four hundred (400) students were randomly selected from the two purposively selected universities in Ogun State South West Nigeria. The study employed multiple regressions in the analysis of the data collected. From the result it was found out that undergraduate students’ perceived usefulness (=0.305, t=3.867, p<.05) has significant contribution on the adoption of mobile technologies for learning. Also, it was established that undergraduate students’ perceived ease of use (=0.151, t=1.992, p<.05) has significant contribution on the adoption of mobile technologies for learning. The study concluded that perception of students on the usefulness and ease of use influences adoption of mobile technology for learning. Amongst others, the study recommended the need to encourage undergraduates to adopt mobile technologies for learning instead of social media only.

Diary of A Restless Teacher: How We Can Shift to The Learner-Centered Approach

Beyond doubt, learner-centered approach has proved to be effective for better learning outcomes. Drawing on a personal experience, I present in this paper how a mix of being involved with a series of training workshops, discussion with my colleagues, and the ‘accidental’ introduction of social constructivist tools in my classrooms gradually changed my view on the potential of technology in the learning process. It also looks at how a reflective diary helped me to leverage these experiences more effectively. It records a journey of interaction with education designers, other teachers and students, and how I selected the resources and approaches that might produce better learning opportunities for the learners. It further looks at the adoption of learning technology as a vehicle for developing the teacher’s own understanding of the power of social learning. I address some of the challenges I encountered while making the shift. The paper concludes that intentionally reviewing one’s teaching in collaboration with education experts, one’s colleagues and learners is a positive experience and has resulted in an approach that has considerably shifted the focus to learners. I am optimistic that my fellow teachers find my experiences inspiring and we collectively can bring about a change for the benefit of the education sector.

Understanding academics' adoption of learning technologies: A systematic review

Learning technologies are implemented in higher education institutions to enhance teaching and meet external challenges and demands. The adoption of the technologies by academics, however, frequently falls short of organisational aspirations. Academics respond in different and sometimes unpredictable ways. To advance understanding of factors influencing adoption, we systematically reviewed literature regarding academics' adoption of learning technologies. One hundred and thirty-one articles met the inclusion criteria and were analysed. The findings suggest that adoption is a complex process that is influenced by the learning technology, academics, context and strategies. To advance our understanding of learning technology adoption, we call for studies that challenge the current research assumption and address methodological issues. To facilitate staff adoption, we identify a list of effective strategies derived from the literature.