Use Of Internet In Education Research Articles

Context-based blended learning models and implementation in Sub- Saharan Africa: A literature review


 
 
 Technological innovations such as learning management system (LMS), content management system (CMS) and Internet use in higher education have changed the previous teaching and learning pedagogies. In Sub-Saharan Africa (SSA), such innovative pedagogies have opened a new era as such LMS and CMS are used to support blended learning. Though innovative pedagogy has opened significant queries among researchers on how well student acquires knowledge and skills, how student-centered learning and cognitive beliefs are merged and how the use of instructional technologies engages students in active learning and how collaborative learning via LMS has benefited student learning. Moreover, recent educational policies and blended learning novelties are refocusing on teaching and learning models, implementation, practices and more specific knowledge delivery and accessibility. The article surmises that the innovative pedagogies in higher education like mobile learning, e-learning and smart classrooms stimulate adoption, deployment and implementation of blended learning beyond expectations in SSA higher education.
 Keywords: Blended learning, e-learning, face-to-face learning, higher education, Sub-Saharan Africa
 
 

Anonymity and commitment: how do Kierkegaard and Dreyfus fare in the era of Facebook and “post-truth”?

This paper looks at the situation first described by Dreyfus (Educ Philos Theory 34(4):369–378, 2002) in his seminal paper, in order to find out whether and, if so, to what extent the use of Internet in education is still characterized by anonymity and commitment in today’s social media and ‘post-truth’ era. Current form of web technology provides an occasion for us to rethink what the Press and the Public, two main Kierkegaardian themes, actually consist in. The very ease and rapidity of how information is shared and the blurring of the line between journalists and consumers have made it very difficult to find where the Public actually is so that one can conform one’s own thoughts and beliefs to it. In addition, an effect of social media is that the Public does not seem to be monolithic, but has splintered into many smaller groups, each one overlapping with one another in a highly complex way. In Kierkegaard’s time the Press consisted of nothing more than a rather small number of newspapers, but now we have countless number of sources of information, so much so that it is almost impossible to see where the Press actually is. This situation has a way of diluting Kierkegaard’s contention that it is the Press that anonymized the people, rending them faceless and eliminating their individuality. Furthermore, the effect of Facebook is such that, not only does one still retain much of one’s commitment, but the commitment can be very passionate. As Petrik et al. (Ethics Inf Technol 16:275–284, 2014) have pointed out, it is possible for someone to be passionately committed to something while remaining very active on the Internet. This shows that the direction can go both ways. On the one hand, fragmenting the Public can go along with lack of commitment and other ills that Kierkegaard mentioned. On the other hand, fragmenting the Public, thereby creating many smaller groups existing in the online world (such as Facebook groups) can also bring about specific and well-directed commitments than would be possible if the Public remained a single monolithic entity. Furthermore, Kierkegaard’s insistence on lack of commitment by the Public seems to foretell the current malaise of what is known as ‘post-truth’. For Dreyfus the Internet is ultimately responsible for this. Indeed, however, both lack of commitment and too much commitment seem to be both responsible. A way out of this is proposed where a commitment to rational and critical thought is needed.

Musyahadat Al Fidyu: Youtube-Based Teaching and Learning of Arabic as Foreign Language (AFL)

Today, it is not surprising to say that there is a swiftly rising use of internet in education. Internet with the enormous features has provided up prospects for rich and ground-breaking approaches to deal with educational issues and present solutions to the escalating needs for learning resources. Despite this fact, it is still found few studies and practices of utilizing the internet as the media in the field of teaching Arabic as foreign language. This paper specifically focuses on elaborating the use of YouTube in Arabic language classroom. It is attempting to give the answer for some following questions: why using YouTube as Arabic language learning media? How to search for learning resources on YouTube? What Arabic skills and competencies can be trained? How to effectively integrate these resources in the Arabic language classroom? How to do the internet source evaluation? How to find out which the students prefer? What are the strengths and weaknesses of YouTube as learning media? This paper ends its conclusion by recommending the Arabic language teachers to use sources available on YouTube but they must selectively give to the students.

Fen Bilgisi Öğretmen Adaylarının Eğitsel İnternet Kullanımı Özyeterlik İnançlarının İncelenmesi

The aim of this study is to determine pre-service science teachers' self-efficacy belief levels towards educational internet use and to find out what variables affect these beliefs. The participants of the research consist of 300 voluntary pre-service teachers, who study at the department of Science Teaching in a state university in the Black Sea region. 88 of these students are first year students, 65 of them are second year students, 67 of them are third year students, and 80 of them are fourth year students. With the objective of determining self-efficacy beliefs of pre-services teachers towards educational internet use, ''Educational Internet Use Self-Efficacy Scale'', which was developed by Sahin (2009), was employed as the data collection tool of the study. The data retrieved from the participants were analyzed via Shapiro-Wilk normality test, independent groups t-test, and variance analysis (One-way ANOVA) techniques. The results of the research suggest that the participants' internet use self-efficacy beliefs towards educational purposes is affected by their technological knowledge level, whether they have their own computer or smart phone, their weekly use of technology and internet access durations. It was observed that variables such as gender, economic status, and academic GPA do not have a statistically significant difference on the participants' internet use self-efficacy beliefs towards educational purposes.

A educação e a sociedade atual frente às novas tecnologias

This paper is about children’s education face new technologies. In the beginning of historic times the education and formation of children suffered changes that day by day facilitate more its cognitive development and learning in school context. The children get involved then their wishes of learning and going to school have increased. Currently, it has been discussed and invested in new technologies to education, mainly to children of elementary education that since early have contact with computerization and new technologies. The use of new technologies made possible the change of information trough participation in discussion, lists of e-mail or chats that allow to talk by computer. We can observe development of programs in away education, on- line, through computers occur communication between teacher and student the class not presence form students each time more. The facilities of access webs and advances in telecommunication change the concepts of presence and distance in education developing reasoning, creativity, intelligence and motor coordination. Learning is reorganize the structures of knowledge interacting thought styles, knowing and the know to made that occur trough dialogue process among people. Therefore, the internet has big qualities and varieties but many times occur lack of structure, orientation and instruction to its users. The use of internet in education and its development facilitated interaction of teacher, computer and student being possible to verify and organize better this system clarifying doubts and direction the student to think and learn to learn.

Registered Dietitians' Preferred Celiac Disease Resources and Twitter, Facebook, Smartphone App, or Internet Use for Celiac Disease Patient Education

The registered dietitian (RD) plays an integral role in helping patients manage their celiac disease (CD). The RDs were surveyed on their use of CD resources and technology (Twitter, Facebook, smartphone apps, or Internet) for their own continuing education and for use in patient education. Academic publications were the most used CD resources for self-education by the RDs. They reported using Twitter and Facebook the least and handouts the most to educate patients with CD, and technology is not a common resource for education of CD patients. The collaborative work between RDs and software developers may increase CD education efficacy by using technology.

The associations between internet use time and school performance among Korean adolescents differ according to the purpose of internet use.

Although overuse of the internet has been suggested to be related to poor academic performance, the effects of internet use for education on academic performance showed conflict results in previous studies. Accordingly, the associations of school performance with internet use for study and for general purpose were explored in a large population of Korean adolescents. Cross-sectional data from the 2013 Korean Youth Risk Behaviour Web-based Survey (KYRBWS) were retrieved for 59,105 12- to 18-year-old adolescents. The associations between school performance and internet use were analysed using multinomial logistic regression with complex sampling. Days of physical activity, sex, obesity, region of residence, income level, parental education level, stress, sleep time, smoking, alcohol consumption, drug use, and total study time were recorded and adjusted for as confounders. Higher school performance was positively associated with longer internet use for study (adjusted odds ratio, AOR, of 2+ h [95% confidence interval] = 2.43 [2.10–2.82], 2.02 [1.78–2.30], 1.66 [1.46–1.89], and 1.30 [1.15–1.47] for performance groups A, B, C, and D, respectively, P < 0.001) but negatively associated with longer internet use for general purpose (AOR of 3+ h [95% confidence interval] = 0.68 [0.60–0.78], 0.85 [0.76–0.94], 0.83 [0.75–0.92], and 0.98 [0.89–1.08] for performance groups A, B, C, and D, respectively, P < 0.001). Higher school performance significantly positively correlated with internet use for study but negatively correlated with internet use for general purpose. Academic use of the internet could be a means of achieving good school performance.

Programming Tutoring Systems and Motivation Assessment Model

Writing computer programs is a challenging feat for most undergraduate students although it is one of the core subjects that they are expected to master. Due to the rapid increase in the use of computers and Internet in education a large number of Programming Tutoring Systems have been developed to reduce the obstacles to programming. Motivation has been shown to be one of the most important issues for student success in learning. Yet, most of these Programming Tutoring Systems do not take into consideration motivation as a factor in their system. Hence more research is needed in this area. This paper presents a review of previous research on motivation assessment models in eLearning environment. These models can be integrated into Programming Tutoring Systems to assess student motivation in learning programming.

The internet use in adult education: Historical and organisational perspectives

Beside the fact that the Internet was not primarily educational network (it didn’t emerge from the intention to be systematically used in the field of education), shortly after it emerged, possibilities of its application in education were recognised. This paper is dedicated to analysis of the most important chronological moments (technological and social in the first place) that were crucial in sense of comprehensive application of the Internet in service of education in general, but also in service of adult education. Having all mentioned in focus, in more details, we analysed emergence and development of the Internet observed as educational computer network in frame of general development of information and communication technologies. While realising mentioned analysis, our focus was on four historical periods of educational computer technologies. We also intended to emphasize the activities of international institutions that followed, encouraged and supported the development of the Internet use and the use of other information and communication technologies in the field of education. According to that, we distinguished the main moments referring activities of these organisations which describe in the best manner their contributions to growing application of the Internet in education in general, but also in adult education.

English

This study aimed at examining the self-efficacy perceptions of social studies teacher candidates with respect to educational internet use. This research was conducted on a sample of 174 social studies teacher candidates enrolled in Gaziantep University Nizip Faculty of Education. The &ldquo;Educational Internet Self-Efficacy Scale&rdquo;, developed by Sahin, was used as a data collection tool. The relational scanning method, which is a type of quantitative research techniques, was used in this research. The data obtained from teacher candidates were subjected to independent t-tests and one-way variance analyses (ANOVA) using the SPSS 18.00 program. The self-efficacy perceptions of the teachers were examined with respect to variables such as gender differences, the place of internet connection, class where education is given, and the Internet usage period. A positive influence was obtained in favor of male teachers with respect to the gender variable among the social studies teachers; however, no significant difference was found with respect to internet connection medium. Significant differences were observed with respect to the classroom, where they get education.&nbsp; The results obtained were compared with other studies. Recommendations are suggested as a result of discussion. Key words: Social Studies teacher candidates, educational internet usage, technology education.

Analysis of Scientific Attitude, Computer Anxiety, Educational Internet Use, Problematic Internet Use, and Academic Achievement of Middle School Students According to Demographic Variables

Analysis of Scientific Attitude, Computer Anxiety, Educational Internet Use, Problematic Internet Use, and Academic Achievement of Middle School Students According to Demographic Variables

Knowledge, attitude, behavior, and practice of study on assessment of social networking among students and its impact on them

Background: Social media networks offer a straight forward way to converse among people and sustain relationships among them. The use of Internet for Web-based medical education is still lacking in the current scenario. Objective: The purpose of the study was to examine the usage of social media among college students, that is, how they use it for their medical education and how it affects their communication with others and their self-concept. Materials and Methods: This cross-sectional study was carried out on 200 undergraduate medical students, in a tertiary care teaching hospital, Tamil Nadu. A self-administered questionnaire designed for the study was distributed among the students. Results: Of the 200 students, nearly 84 (42%) students have started on social networking site during their I MBBS. Regarding the average time spent on social networking sites, 143 (71.5%) students spend more than 2 h and share social issues, personal issues, share jokes, etc. One hundred thirty (65%) students have installed medical apps, while 70 (35%) students have not installed any medical apps. The frequently accessed sites include Medscape, PGMED, USMLE, and others. Thus, this study highlighted the importance of utilizing the social media for the education and training. Conclusion: The geographical scope of the study was limited to a single teaching-based center. Responses of the respondents are biased and so they may not reveal the true state in some conditions. Social network is a vast subject and hence, there is lack of in-depth analysis in this study.

Eğitim Fakültesi Son Sınıf Öğrencileri İçin Hazırlanan Eğitim Amaçlı İnternet Kullanımı Öz-Yeterliğini Geliştirme Programının Etkililiği

This study is realized because the previous research result shows that prospective teachers have not had an expected level of self-efficacy perceptions towards educational internet use. The purpose of this study is to enhance the level of self-efficacy perceptions of prospective teachers. We have designed, developed and implemented a new education program and investigated the efficacy of the program using one group pre-test post-test pre-experimental design. This study has been conducted with 28 prospective teachers and they were given 8 hours-course. Pre-test and post-test scores were analyzed with t test and also effect size was calculated. According to the findings, there is a significant difference between pre-test and post-test scores with high effect size in favor of final-test scores. Providing direct experiences, the self-efficacy perceptions of the prospective teachers on internet use for educational purposes are increased. Prospective teachers’ views about the course are also asked. It is recommended that similar programs and trainings can be developed for different target populations, with different needs, and different emerging technologies

Analysis of Teacher Candidates’ Educational Internet Self-efficacy Beliefs in Terms of Various Variables

Nowadays, the rapid developments in informational technologies result in significant changes in the field of education as well as other fields. One of the most important changes is the use of internet for educational aims. In this sense, a new competence is now among the competencies expected from teachers; moreover, educational use of Internet has become a concept regarded for an efficient teaching process. The aim of this study is to analyze teacher candidates’ educational use of Internet self-efficacy beliefs in terms of various variables. The sample of the study conducted in descriptive model consists of teacher candidates at a state university. Educational Use of Internet Self-Efficacy Beliefs Scale and Personal Information Form were used as data collection tools. It is concluded that teacher candidates’ educational Internet self-efficacy beliefs have meaningful differences in terms of gender, departments they study on, how long they have used the Internet, duration of daily Internet use, the place they get online, and whether they desire to take their lessons online.

L'uso delle tecnologie a scuola: il punto di vista dei docenti

This research study examines how 65 teachers in Italy perceive educational use of technology and internet. The data were gathered by way of a semi-structured interview, with answers transcribed and analyzed using a double system of categories. One system deals with positive and negative values, while the other is based on conceptual contrapositions. The results reveal that, despite their generally positive view of technology, teachers see many factors preventing real educational use. Furthermore, we found that school level influences the type of factors teachers reported.

Investigation of the Relationships between Educational Internet Use Self-efficacy Beliefs and Self-regulated Learning Skills

This study aims at investigating the relationship between educational internet use self-efficacy beliefs and their self-regulatory learning skills. This research is designed as relational scanning model. The sample of this study, Environmental, Chemistry, Electrical-Electronics, Computer, Geology, Mining, Mechanical Engineering and Chemical department (355) final year students from the Faculty of Engineering has formed. In the study, Educational Internet Use Self-efficacy Beliefs Scale (EIUSBS), developed by Şahin (2009) and Self-regulating Learning Skills Scale (SRLSS), developed by Turan (2009) are used as tool of data collection. In order to analyze the data, SPSS 16.00, ANOVA, independent t-test, Pearson correlation coefficient techniques are used. At the end of the study, between EIUSBS with SRLSS has a positive relation. The significant differences weren’t found between gender and graduated secondary school with EIUSBS; but according to department, significant differences were found between with EIUSBS in favor of Computer Engineering department. The significant differences weren’t found between department and graduated secondary school with SRLSS; but according to gender, significant differences were found between with SRLSS in favor of girls.

A Study on the Internet Usage Pattern of Postgraduate Students of Gulbarga University

Education these days has been the top priority for any family or individual, and no doubt amongst the latest technologies to promote and maintain the education standards the Internet comes first. Internet is not only an access to websites; it is abound of resources of information and knowledge. The resources provided on various websites are indeed very informative and useful for professionals and students as well. The only pre-requisite is the research over the Internet for a specific educational topic, and then this information just needs to be filtered to gain the basic knowledge of what you are looking for. Therefore, these are true Internet resources which deal with every individual’s education needs. An attempt has been made to explore and study the consumption pattern in regards to the usage pattern of Internet of postgraduate students in the Gulbarga University. The study also includes student’s rationale of Internet usage, and also the impact on them based on the sample of 100 respondents in the selected postgraduate departments of Gulbarga University. The results are discussed and have been observed the attitude of students towards information technology, and the purpose of Internet usage for students.The objective of research was to evaluate weather is there any relationship between the usage of Internet and students academic performance. To better understand the relationship how the Internet affects university students learning the following questions should be answered. What are the benefits of using the Internet as part of a university education” what are the main factors affecting such use? What is the impact of such use on student learning? What does it take to encourage positive attitudes in students toward Internet use? This study tries to answer these questions by exploring the antecedents to and the impacts of Internet use in university education.

Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use

This study analyzes the relationships between preservice teachers’ technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the canonical correlation analysis show that a statistically significant and strong relationship exists between the knowledge dimensions in the TPACK model and the self-efficacy beliefs in educational Internet use. Specifically, technology, content, and technological content knowledge domains are statistically significant predictors of preservice teachers’ self-efficacy beliefs in educational Internet use.

Internet et enseignants : entre contrastes et clivages. Enquête auprès d’enseignants du secondaire

Our comprehensive work questions secondary teachers’ statements on their ICT usages, in particular Internet, as well as what they believe students do with it. The goal is to better understand the use of Internet in education. We discover that among the 2 862 teachers we interviewed, variables (discipline, gender, age…) influence their use of digital tools and the place they give them in their professional practices. Our investigation reveals contrasting positions, divisions of opinion that reflect a lack of epistemological maturity today. The results also draw the outlines of the evolution of teachers’ mentalities that augur a promising future is possible for the use of Internet in education and training while today it is still insufficiently reasoned.

Learning online? Educational Internet use and participation in adult learning, 2002 to 2010

Covering a decade during which the “digital divide” came to popular and political attention, and written at a time when the Internet continues to be championed as a means of widening access to educational opportunities, this paper presents an analysis of the social, economic and educational characteristics associated with using the Internet for educational purposes. The research was conducted using nationally-representative, individual-level, repeated cross-sectional data (n = 47,001) collected in annual surveys of adults in the UK between 2002 and 2010. The results of multivariate analyses show that although there was a substantial increase in both Internet access and non-educational use of the Internet during this period, there was comparatively little growth in “educational” Internet use. As with participation in adult learning more generally, educational Internet use was structured by age, occupational class and educational engagement. The growth in the availability of Internet access and the development of new technologies appears to have neither increased nor widened participation in adult learning. This growth does not appear to have impacted on the social characteristics of those who use the Internet for educational purposes, nor led to any substantial uptake in Internet-based learning among already educationally-active groups.