Information And Communication Technology Courses Research Articles

Open online courses technology in the professional ICT training

Relevance. Under the conditions of continuous social and economic development, and increasing the volumes of knowledge in all areas of society, the system of vocational education and training is facing new challenges. It is important for future employees in the sphere of information and communication technologies (ICT) to maintain their competitiveness in the labour market. Job seekers in this field need not only technical knowledge and skills but also the ability to adapt to changing conditions. Self-employment currently is a very relevant form of learning which allows you to achieve the above-mentioned qualities. Given the level of technological development and the objective challenges faced by humanity (e.g., the coronavirus pandemic), self-employment in this field almost automatically implies the acquisition of professional skills in a remote format. Purpose. With the introduction of modern tools into higher vocational education, a detailed analysis of the different aspects of this process is required to identify the main trends available within the scope of online ICT courses and to assess the prospects for their use. Methodology. In this study, along with regular, general scientific methods of research, a range of specific methods have been applied, including content analysis, methods of induction and deduction, and a systematic approach. Results. The study analyses the main characteristics of the distance learning format, its place in the modern pedagogical discourse, and the various directions of professional skills acquisition in the field of ICT, which take place in a remote format. Ways in which professionals can verify the acquired skills will also be considered. Conclusions. The information to be presented in the article is applicable as a reference, additional information for future ICT workers, and a wide range of readers interested in the topic of information technology.

PRE-SERVICE TEACHERS’ DIGITAL COMPETENCIES: A TRANSFORMATIVE MEDIUM TOWARD LANGUAGE TEACHING

Given the subsequent turn of the epidemic in language education field, this study aimed to investigate the perceptions of pre-service teachers in the English Language Education Department of Atma Jaya Catholic University of Indonesia toward their own digital competencies within their teaching performance. Regarding the use of information and communication technologies (ICT), pre-service teachers are expected to have sufficient high-level digital competencies. In this context, digital competencies are seen as a means to transform language education in the post-pandemic era. In this study, digital competencies refer to five dimensional skills, namely ‘information and data literacy’, ‘communication and collaboration’, ‘digital content creation’, ‘security’, and ‘problem solving’. Fifty-five (55) pre-service teachers who were still enrolled in some particular ICT courses and who performed online teaching participated in the study by completing the Teacher Competency Framework Questionnaire and doing an interview session to assess their digital competencies in the use of ICT within online teaching context. The results showed that the pre-service teachers placed a high value on all five dimensions of digital competence to facilitate their online teaching through the use of ICT, covering both technological and pedagogical functions, making their online teaching delivered more beneficially and effectively. The more acknowledgements toward the role of their digital competencies and required skills of ICT use for pre-service teachers have been increasing due to the switching from offline to online classroom settings as a consequence of COVID-19 pandemic. However, further research into integrated curriculum planning based on the schoolwide ICT curriculum is recommended to promote constructive strategies to support the development of the pre-service teachers’ digital competencies. The much wider digital competencies scope and more specific pre-service teachers ICT educational programs investigation should be adapted in the future research to provide deeper and further analysis toward the pre-service teachers’ self-efficacy about their own digital competencies in online learning context at the same time.

Practical Use of ICT course in Libraries: Perspectives of MLISc graduates in Nepal

Although the Central Department of Library and Information Science (CDLIS) was founded in TU 27 years ago, the Masters in Library and Information Science (MLISc) program is less popular among recent graduates. The MLISc program's reputation and significance are dependent on how successfully it has adapted to emerging information and communication technology (ICT). It is an early attempt to assess the MLISc ICT course material, primarily focusing on how applicable it is to real-world professional situations.Working librarians from Nepal participated in a focus group discussion to assess how well the MLISc ICT course applied to their line of work. Participants have suggested that the basic and advanced ICT course topics in the MLISc curriculum should be distinguished clearly. Library automation, digital library software, and other advanced ICT courses are available. However, the library profession places a high value on graduates with a complete understanding of information system architecture, library automation, and digitization services.

Privacy Orientation during Online Teaching-Learning Activities: Practices Adopted and Lessons Learned

The COVID-19 pandemic has shifted from traditional face-to-face teaching to technology-mediated distance learning, creating significant new challenges for teachers and students. The rapid integration of new technologies into the teaching and learning process can give rise to privacy issues. This study investigates how teachers and students of undergraduate and graduate courses in Information and Communication Technology (ICT) have been educated about protecting their privacy during online course activities. An exploratory qualitative-quantitative study was conducted, and 91 participants were interviewed to determine how they were guided to protect their privacy during online course activities. The study found that 75% of teachers consider teaching about privacy in ICT courses to be “very important”. However, these teachers still lack guidance, as 66% have not communicated privacy-related rights to their students. Furthermore, 80% have yet to communicate about websites or the location of privacy information from the educational institution. Despite some positive results identified in the study, such as 93% of teachers reporting that they are recording activities and 91% of students stating that they were informed about the recording of activities, challenges still need to be addressed regarding privacy issues during online teaching and learning activities. Therefore, the study proposes some good privacy practices that can be adopted by educational institutions, teachers, and students in the context of technology-mediated education.

Formative Tutoring: A Program for the Empowerment of Engineering Students

Contribution: A model of tutoring program for the empowerment of engineering students in the information and communication technologies (ICT) area is proposed, as a mean to improve academic performance. Background: ICT students failing to proceed smoothly along their study path, and possibly abandoning university before graduating, is becoming a significant phenomenon in many countries. This is an important issue both from the student side and from the university side: the former is facing social and economic consequences, while the latter may be hindered in the ranking systems. Intended Outcomes: Design and application of tutoring actions that can lead students to empower themselves, develop several soft skills, and eventually improve personal and academic success. Application Design: Starting from the literature on tutoring, the approach of the “Tutorìa formativa de carrera” has been selected, because it considers students as the center of the learning model. The tutoring interventions have been then redesigned and tailored to the specific context of ICT courses. Findings: The effectiveness of the proposed program has been assessed by means of different indicators: self-perception of the participating students (based on Cawi surveys), success rate at the first mathematical exams as a short-term qualitative indicator, and long-term figures of merits of the students’ career. In the latter case, proper techniques are used in order to create a quasi-experiment context. A significant impact of the proposed program is found for both students with high and low a-priori propensity to academic failure.

A framework of teaching Information and Communication Technology using peer-assisted learning in Information Studies courses

Peer Assisted Learning (PAL) is a teaching method that could improve students’ skills. Research investigating the feasibility of applying PAL in the Information Studies/Science (IS) field concerning the Information and Communication Technology (ICT) courses settings is scarce, and there is a demand to explore this realm. In this research, systems thinking examines the ICT courses as a system with inputs, outputs, and feedback. A holistic manner of enquiry demanded the exploitation of a case study. Seventy-four PAL attendees from four sections of female students completed a short survey at the end of their ICT-related courses. The survey aimed to gather data on the attendees’ opinions regarding the PAL as a peer-learning system. The research framework admitted the data through phases; It integrated a new take on the “old-fashioned” SWOT (Strength, Weakness, Opportunities and Threats) analysis. Then it developed a PAL integration framework to structure its practical implementation in the ICT courses. Finally, the study showed the potential of using SWOT analysis in managing educational methods and evaluating ICT skills by using PAL in the IS field.

Integration of Technology During the COVID-19 Pandemic: Experience, Challenges and Needs of Thai EFL Teachers

COVID-19 has led to an abrupt change from traditional classrooms and face-to-face learning to emergency online learning. The outbreak of COVID-19 in Thailand in early 2021 forced school closures and increased online learning. Students were not given a choice but to study at home. This study reports on the experience and challenges of language teachers from Thai universities who taught in emergency online settings. It examined their needs for future professional development courses. An online survey was completed by 120 EFL teachers from 52 universities across Thailand. Of these, six also participated in an online semi-structured interview. The survey findings revealed that 108 teachers (90%) had never taught online previously. ZOOM and Google Meet were among the most popular virtual meeting platforms. Support from their universities, as reported in the survey, included providing basic information and communications technology (ICT) skills workshops (75.8%), and providing workshops on integrating technology into classrooms (51.7%). The main challenges relating to online learning are the absence of a physical setting and a lack of interaction between students and teachers. In terms of future professional development needs, the data indicated that most teachers do not need courses in fundamental ICT skills or courses that expose them to a range of online technology tools. They do, however, need additional approaches to enhance their online teaching abilities, as well as certain teaching techniques to enable them to apply their pedagogical expertise while using specific technological tools or applications with which they are familiar. On the basis of these findings, pedagogical implications are discussed.

Implicit, Explicit, and Structural Barriers and Facilitators for Information and Communication Technology Access in Older Adults.

Older adults’ usage of information and communication technology (ICT) is challenged or facilitated by perception of usefulness, technology design, gender, social class, and other unspoken and political elements. However, studies on the use of ICT by older adults have traditionally focused on explicit interactions (e.g., usability). The article then analyzes how symbolic, institutional, and material elements enable or hinder older adults from using ICT. Our ethnographic methodology includes several techniques with Spanish older adults: 15 semi-structured interviews, participant observation in nine ICT classes, online participant observation on WhatsApp and Jitsi for 3 months, and nine phone interviews due to COVID-19. The qualitative data were analyzed through Situational Analysis. We find that the elements hindering or facilitating ICT practice are implicit-symbolic (children’s surveillance, paternalism, fear, optimism, low self-esteem, and contradictory speech-act), explicit-material (affordances, physical limitations, and motivations), and structural-political (management, the pandemic, teaching, and media skepticism). Furthermore, unprivileged identities hampered the ICT practices: female gender, blue-collar jobs, illiteracy, and elementary education. However, being motivated to use ICT prevailed over having unprivileged identities. The study concludes that society and researchers should perceive older adults as operative with technologies and examine beyond explicit elements. We urge exploration of how older adults’ social identities and how situatedness affects ICT practice. Concerning explicit elements, Spanish authorities should improve and adapt ICT facilities at public senior centers and older adults’ homes, and ICT courses should foster tablet and smartphone training over computers.

The Relationship between Information and Communication Technology (ICT) Self-efficacy and Technopreneurial Intention

As a developing country, Malaysia needs to develop a greater number of technology-savvy entrepreneurs to encounter the challenges of COVID19 and fourth industrial revolution (IR 4.0). However, the number of young technology-based entrepreneurs in Malaysia is still low. Moreover, not many studies have been done to identify the motivating factors of technology-based entrepreneurship. As such, this study was carried out to identify the influence of information and communication technology (ICT) self-efficacy on technopreneurial intention. A total of 152 students from a Malaysian public university was surveyed through self-administered questionnaire. Multiple regressions analysis was performed to test the hypotheses. The results revealed that three variables, namely Internet general ability, confidence in using computer and competency in using computer significantly influenced technopreneurial intention. Meanwhile, communicative ability did not have any significant relationship with technopreneurial intention. Generally, the findings supported previous studies that ICT self-efficacy played a role in determining an individual’s technopreneurial intention. Specifically, proficiency in computer skills and mastery of Internet general ability should be stressed. As technology-based entrepreneurship continues to play a crucial role in post-COVID19 era, it is important to develop more young and competitive technopreneurs. Thus, this study suggested that government should accentuate science, technology, engineering and mathematics (STEM) education; while education providers should continue to offer ICT courses to the students in order to bolster the development of technopreneurship in the country.

Application of SQQ-Based Flipped Classroom Model on Students’ Achievement and Engagement in ICT Course

There is an agitation from teacher educators and experts that the traditional lecture-based method is no longer appropriate in teaching Information and Communication Technology (ICT) courses. Though, the government through its policies and reforms introduced ICT courses to schools and colleges to boost students’ ICT knowledge and skills for economic and national development. Studies from across all parts of the world show that using the traditional lecture-based method in teaching the ICT courses had affected students’ academic achievement and engagement. Scholars suggested using technologies and student-centered learning approaches to improve students’ achievement and engagement, particularly in the ICT courses. Flipped classroom model is one of the teaching and learning pedagogies that can overcome the limitations of the traditional lecture-based method. Few studies have investigated the effect of flipping classroom model for the students taking ICT courses. Hence, this paper presents a modified flipped classroom model to improve students’ achievement and learning engagement. The modified flipped classroom model comprises of social constructivist learning theory, bloom taxonomy, cooperative learning model, and study-quiz-question (SQQ) learning strategy.

The Influence of Self-Efficacy and Individual Entrepreneurial Orientation on Technopreneurial Intention among Bumiputra Undergraduate Students

Abstract: Malaysian government has implemented various programs to encourage entrepreneurship among Bumiputra youths. However, the number of young Bumiputra entrepreneurs is still far below the expectation. The fourth industrial revolution (IR 4.0) and 5G technology has highlighted the importance of technopreneurship. Unfortunately, technopreneurship is still considered new and many challenges remained. This study was geared towards identifying the factors influencing technopreneurial intention among Bumiputra students in Malaysia. It used self-administered questionnaire to survey 138 Bumiputra undergraduate students from a public university in Malaysia. It developed a research model which integrated self-efficacy theory and individual entrepreneurial orientation (IEO) concept. Based on the analyses performed, it found that information and communication technology (ICT) self-efficacy and two elements of IEO (i.e.: risk-taking and pro-activeness) positively and significantly influenced technopreneurial intention. However, innovation did not influence technopreneurial intention significantly. As such, this study suggested that higher learning institution should realize the importance of technopreneurial education in developing competitive technopreneurs among Bumiputra youths. Furthermore, students should be given more opportunities to pro-actively search for business opportunities, handle actual business to learn risk management and attend ICT courses to increase their ICT capabilities.
 
 Keywords: Intention, Students, Technopreneurship, University

Learning with and about Digital Technology in Later Life: A Socio-Material Perspective

Literature has widely explored the learning processes with information and communication technology (ICT) in later life, mostly focusing on the individual learner rather than materialities—such as smartphones, notepads, and handouts. The aim of this paper is to introduce a socio-material perspective by focusing on the question: What role do materialities play in digital learning processes in later life? This paper draws upon a situation analysis of data from a qualitative multi-perspective study. Researchers conducted participatory observations of five ICT courses for older adults in Austria and semi-structured interviews with seven trainers and nine older participants (61–81 years). By identifying three social worlds (digital devices, education, and participants’ everyday lives), the findings show how ICT-learning processes are embedded in the everyday lives of older adults and include not only digital, but also everyday materialities, such as pens, paper and books. These material convoys of digital learning in later life are vital in facilitating successful technology appropriation in later life.

Effectiveness of Introductory Information and Communication Technology Module and its Implication on Academic Performance: A Study on Medical Entrants

Literacy in Information and Communication Technology (ICT) is vital in current medical education and practice to; better prepare future physicians for the changing behaviours of the patients and diseases, improve the quality of interventions and health care delivery, find information and change medical teaching practices. A descriptive study was designed to evaluate the effectiveness of the introductory ICT course and find out the factors affecting ICT literacy in medical entrants. A self-administered questionnaire was administered after receiving the informed consent of the students of the first and second batches of Faculty of Medicine, Wayamba University of Sri Lanka. ICT literacy was evaluated by administering a theory and practical based examination. A pre-course examination was held to a selected sub-sample in order to evaluate the effectiveness of the introductory course. Out of the consented students (n=126), 71.4% were females. All the students owned at least one IT equipment and browsed the internet daily. Having school ICT facility (p=0.001) and parental knowledge on ICT (p=0.04) have affected to the ICT literacy of the students while the external courses have not affected at all. The interaction between ICT evaluation marks and academic results are strongly significant. There was a significant improvement in ICT literacy of the students after conducting an introductory ICT course (p=0.001). It is required to increase ICT facilities at school levels and improve the quality of the introductory ICT courses in order to create skillful professionals who can challenge the changing behaviours of the future world.
 Keywords: Medical Entrants, Information and Communication Technology, Introductory Course, Medical Education

Incorporating “ICT” Training into Undergraduate Medical Curriculum: An Online Survey assessing the opinions of Medical Students

Background: The huge relevance of Information and Communications Technology (ICT) in healthcare cannot be overemphasized. Despite the huge benefits associated with the use of ICT in healthcare, many medical schools (especially in the developing countries) are yet to incorporate ICT education as an academic course in their school curricula. This study aims to assess the opinions of medical students on the incorporation of ICT as an academic course into undergraduate medical curriculum.Material and Methods: This study was a crosssectional online survey of 135 Nigerians who were studying Human Medicine as at the time of the survey. Study data was collected using an equestionnaire which explored the participants': level of academic exposure to ICT education, usage of digital health products, perception of the relevance of digital technologies in healthcare, and opinions onthe incorporation of ICT into undergraduate medical curriculum. Collected data was analyzed using SPSS version 23 software.Results: Majority of the respondents were from developing countries (95.6%), 71.1% were 21 – 25 years old, 63.7% were females, and 47.4% were final year students. Not up to one-third (28.1%) of them had ever taken a course (or obtained a degree) that is related to ICT, 5.9% did not consider digital health technologies to be of relevance to healthcare, 91.1% were of the opinion that the future ofhealthcare is digital, 87.4% were enthusiastic about using and/or promoting digital health strategies, 60.7% had used digital health product in their lifetime, and 94.8% were of the opinion that medical schools should have ICT courses in their curriculum. However, there exists no statistically significant difference between the opinions of the respondents on the incorporation of ICT into medical curriculum and their: gender, age, country of residence, location of school, and academic level (p-values>0.05).Conclusion: Many of the surveyed medical students lack basic training on ICTdespite their high rate of lifetime use of digital health products. Despite this, many of them are in favor of the incorporation of ICT as an academic course into the medical school curriculum.

Incorporating “ICT” Training into Undergraduate Medical Curriculum:

Background: The huge relevance of Information and Communications Technology (ICT) in healthcare cannot be overemphasized. Despite the huge benefits associated with the use of ICT in healthcare, many medical schools (especially in the developing countries) are yet to incorporate ICT education as an academic course in their school curricula. This study aims to assess the opinions of medical students on the incorporation of ICT as an academic course into undergraduate medical curriculum.
 
 Material and Methods: This study was a cross-sectional online survey of 135 medical students. Study data was collected using an e-questionnaire which explored the participants’: level of academic exposure to ICT education, usage of digital health products, perception of the relevance of digital technologies in healthcare, and opinions on the incorporation of ICT into undergraduate medical curriculum. Collected data was analyzed using SPSS version 23 software.
 
 Results: Majority of the respondents were from developing countries (95.6%), 71.1% were 21 – 25 years old, 63.7% were females, and 47.4% were final year students. Not up to one-third (28.1%) of them had ever taken a course (or obtained a degree) that is related to ICT, 5.9% did not consider digital health technologies to be of relevance to healthcare, 91.1% were of the opinion that the future of healthcare is digital, 87.4% were enthusiastic about using and/or promoting digital health strategies, and 94.8% were of the opinion that medical schools should have ICT courses in their curriculum. However, there exists no statistically significant difference between the opinions of the respondents on the incorporation of ICT into medical curriculum and their: gender, age, country of residence, location of school, and academic level (p-values>0.05).
 
 
 Conclusion: This study showed that the surveyed medical students’ opinions favored the incorporation of ICT as an academic course into the medical school curriculum.

ICT proficiency: perspectives of Tangaza University College librarians in Kenya

PurposeThis study aims to assess the information and communications technology (ICT) proficiency of library and information science (LIS) professionals working in Tangaza University College (TUC) Library, Kenya.Design/methodology/approachA qualitative research design using a single case study was adopted in the study, which gathered data through a census. Data were collected using a structured interview.FindingsThe study findings indicated that the majority of TUC librarians have very high ICT competence in basic ICT and some Web technologies; however, they lack technical ICT skills. Furthermore, though ICT courses are offered during LIS professional training, TUC librarians lack opportunities to implement some of their advanced ICT skills. Lack of funding, time, practical lessons, personal interest, training opportunities and ICT obsolescence were highlighted as challenges librarians encounter in their pursuit of acquiring ICT skills.Practical implicationsThe study recommends that regular ICT-related training programmes be conducted for librarians and be offered in the form of workshops, seminars and conferences. Furthermore, there is a need for an academic curriculum in LIS schools to have more practical ICT-related components. Library staff should be encouraged to develop a personal interest in pursuing ICT skills, and librarians should also make use of ICT training opportunities that are freely available online for personal development.Originality/valueThe study is beneficial to those concerned with developing training programmes for librarians to strengthen areas deemed to have shortcomings.

TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO (TIC) E A FORMAÇÃO DE PROFESSORES: TENDÊNCIAS DE PESQUISA

Este artigo corresponde a uma revisão de literatura integrativa sobre as tecnologias da informação e comunicação (TIC) no contexto da formação de professores de Ciências da Natureza. Foi produzido com base na pesquisa em 14 periódicos nacionais de acesso online da área de ensino de Ciências classificados nos estratos da CAPES com Qualis A1 e A2 a partir do ano de 2007, ano em que o Programa Nacional de Tecnologia Educacional (ProInfo) assumiu o objetivo de acelerar o processo de inclusão digital na educação básica. Os resultados da análise de 34 artigos foram elencados nas categorias “TIC e os cursos de licenciatura”, “TIC e a formação continuada”, “TIC nas concepções e representações dos professores” e “TIC e docência – possibilidades e desafios”. Evidenciou-se que, de modo geral, os trabalhos analisados refletem a necessidade da integração das tecnologias à prática pedagógica. Mas, para que essa integração seja efetiva, contribuindo para uma aprendizagem mais participativa e integrada, ainda é preciso pensar em estratégias que possibilitem aos sujeitos escolares vislumbrar como a tecnologia pode, de fato, contribuir para o processo ensino-aprendizagem.

Fostering development of soft skills in ICT curricula: a case of a transition economy

ABSTRACTThis paper contributes to the adjustment of teaching methods to a rapidly changing business environment and the technology evolution in Poland, a transition economy. It focuses on information and communication technology (ICT) students who, apart from professional knowledge and skills, need to acquire the ability to work in a business environment. In the course of the design-based research that involved a multiple case study, a blended learning framework was proposed. It aims at delivering ICT courses that support both development of domain knowledge and soft skills. Besides the skills recognized by previous research (communication, interpersonal skills, self-learning), the framework supports the development of the following soft skills that might be useful for future ICT professionals: active attendance, systematic work, self-assessment, and peer review. Since soft skills largely contribute to the success of an organization, the implementation of the framework should considerably improve the students’ position in the labor market.

Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects

The flipped classroom approach is a type of technology-enhanced pedagogy that has grown popular in education settings. An increasing number of empirical studies have evaluated this approach, but there is still no adequate theoretical framework for guiding the design and implementation of flipped classrooms. Furthermore, few such studies have been conducted in secondary school contexts, and the effects of flipped classrooms have not been adequately compared with those of non-flipped classrooms. This study aims to address these research gaps by applying the meta design theory “First Principles of Instruction” to design our flipped classroom approach. A two-stage study was conducted in two secondary schools, involving a total of 382 students and five teacher participants from four subject areas, namely mathematics, physics, Chinese language, and information and communication technology (ICT). Based on the experience of the pilot study (Study 1), we refined our flipped classroom model and examined its efficacy through a quasi-experimental design in the main study (Study 2). Although the students in the flipped ICT course had learning outcomes similar to those of students in the non-flipped ICT course, the levels of student achievement in the other three courses (i.e., mathematics, physics, and Chinese language) were improved after flipping, with a small to medium-sized effects. The design, benefits, and challenges of the model are discussed. We conclude by making several recommendations for practice, and suggesting ideas for further research.

Developing a Curriculum for Information and Communications Technology Use in Global Health Research and Training: A Qualitative Study Among Chinese Health Sciences Graduate Students.

BackgroundRapid development of information and communications technology (ICT) during the last decade has transformed biomedical and population-based research and has become an essential part of many types of research and educational programs. However, access to these ICT resources and the capacity to use them in global health research are often lacking in low- and middle-income country (LMIC) institutions.ObjectiveThe aim of our study was to assess the practical issues (ie, perceptions and learning needs) of ICT use among health sciences graduate students at 6 major medical universities of southern China.MethodsTen focus group discussions (FGDs) were conducted from December 2015 to March 2016, involving 74 health sciences graduate students studying at 6 major medical universities in southern China. The sampling method was opportunistic, accounting for the graduate program enrolled and the academic year. All FGDs were audio recorded and thematic content analysis was performed.ResultsResearchers had different views and arguments about the use of ICT which are summarized under six themes: (1) ICT use in routine research, (2) ICT-related training experiences, (3) understanding about the pros and cons of Web-based training, (4) attitudes toward the design of ICT training curriculum, (5) potential challenges to promoting ICT courses, and (6) related marketing strategies for ICT training curriculum. Many graduate students used ICT on a daily basis in their research to stay up-to-date on current development in their area of research or study or practice. The participants were very willing to participate in ICT courses that were relevant to their academic majors and would count credits. Suggestion for an ICT curriculum included (1) both organized training course or short lecture series, depending on the background and specialty of the students, (2) a mixture of lecture and Web-based activities, and (3) inclusion of topics that are career focused.ConclusionsThe findings of this study suggest that a need exists for a specialized curriculum related to ICT use in health research for health sciences graduate students in China. The results have important implications for the design and implementation of ICT-related educational program in China or other developing countries.