Technology Proficiency Research Articles

REVERSE MENTORING IN PHYSIOLOGY

Reverse mentoring is an innovative approach where traditional hierarchical mentoring structures are inverted. Instead of older, more experienced persons mentoring younger less experienced ones, the reverse mentoring model sees junior persons mentoring their senior colleagues. Reverse mentoring promotes diversity and inclusion by valuing the knowledge and perspectives of all faculty members, regardless of their age or seniority. By facilitating the exchange of knowledge between junior and senior physiologists, this approach can bridge generational gaps, promote technological proficiency, foster innovation, and support the professional growth of all participants. Pak J Physiol 2024;20(2):1-2.

Tracing the footprints of digital literacy and adult learners: A bibliometric perspective

In contemporary times, it is imperative for individuals, including adults, to possess digital literacy effectually. Digital literacy describes the ability to effectively use digital technologies for tasks such as finding, evaluating, organising, creating, and communicating information. Proficiency in technology is essential for widespread and constantly evolving digital breakthroughs. This study aims to provide a comprehensive overview of the research on digital literacy and adult learners. In this study, ScientoPy and VOSviewer software were utilised to analyse datasets obtained from the Scopus and Web of Science (WoS) databases. The analysis focused on determining the number of publications, popular research topics, proactive authors, and preferred sources. The results indicate a rising inclination towards research pertinent to digital literacy and adult learners, as demonstrated by the progressive surge in publications after 2016. Notable areas of research encompass themes such as “adult education”, “digital literacy”, and “lifelong learning”. In addition, the utilisation of terminology such as “ICT”, “digital skills”, and “digital competence” underscores the growing importance of equipping individuals with the necessary knowledge and proficiencies to navigate the digital landscape proficiently. This study contributes to a better understanding of the research on digital literacy and adult learners over three decades. Examining data from the past three decades highlights significant trends and developments in this field. The findings contribute to a deeper understanding of how digital literacy has evolved and impacted adult learning. Furthermore, the research highlights the importance of further investigation, policy development, and educational programmes to improve adult learners’ digital literacy.

Blended Learning in the Saudi EFL Classroom: Insights from Teachers on Pedagogical Impact

In an era where technology seamlessly blends with teaching methodologies, this study examines EFL teachers’ perceptions in Saudi Arabia regarding the impact of blended learning methodologies on student engagement compared to traditional teaching approaches. This paper aims to explore the challenges these teachers encounter in implementing blended learning and its perceived effects on learning outcomes. Through a qualitative research design, the study engaged 42 EFL teachers, selected randomly to encapsulate a wide array of genders, academic backgrounds, teaching experiences, and levels of technological proficiency. A bespoke, researcher-developed questionnaire with open-ended questions was strategically employed to extract in-depth insights into the teachers’ experiences and perceptions regarding blended learning within the Saudi educational context. Thematic analysis was utilized to uncover patterns and themes within the responses. The findings reveal that while blended learning methodologies are recognized for their potential to moderately enhance student engagement through increased participation, attentiveness, and enthusiasm for learning, challenges significantly temper their effectiveness. These include technological barriers, disparities in digital literacy, and the complexities of integrating blended learning into existing pedagogical frameworks. Despite these obstacles, the study identifies a cautious optimism among EFL teachers about the potential of blended learning to enrich educational outcomes, provided that the aforementioned challenges are systematically addressed. This research is significant as it contributes critical insights into the evolving role of blended learning in EFL education, highlighting the need for strategic implementation and support mechanisms to fully leverage its benefits in enhancing student engagement and learning outcomes in Saudi Arabia. Based on these findings, implications, limitations, and recommendations were provided.

Feasibility of telerehabilitation to address the orientation and mobility needs of individuals with visual impairment: perspectives of current guide dog users

Orientation and Mobility (O&M) training, including guide dog services, is crucial for individuals with low vision and blindness to attain independent travel. While teleassistance has proven effective for navigation and communication, telerehabilitation in O&M remains unexplored. Objective To assess guide dog users’ perspectives on the feasibility of telerehabilitation for their O&M needs. Method An online survey gathered insights from 56 guide dog (GD) users (Mean age = 59, Mean GD used = 4, Mean duration of use = 22 years). Thirteen GD users further participated in interviews or focus groups to explore survey responses. Data were analyzed using content analysis. Findings Most (40) were blind, and 16 had low vision, with intermediate (25) and advanced (25) communication technology proficiency. Most GD users (46) underwent residential training, and 10 received one-on-one visits. Qualitative analysis revealed acceptance of telerehabilitation services, citing accessibility as an advantage. However, GD users expressed concerns about safety, potential loss of behavioral observation, and social contact loss. Success depended on the type of technology, service type, and personal attributes. Conclusion While feasible, telerehabilitation services may not be universally suitable for all training stages. Flexibility and applicability in service design are necessary to accommodate individual preferences and experience levels.

The future of work: a symbiotic balance of technology and interpersonal skills

PurposeThe article explores the evolving nature of the workplace, emphasising the importance of soft skills alongside technological proficiency for organisational success and employee retention.Design/methodology/approachA qualitative approach to examine the role of soft skills in the contemporary workplace, drawing insights from the ADP People at Work 2023 report and expert opinion to highlight the significance of interpersonal competencies in driving collaboration, innovation and employee loyalty.FindingsThe findings underscore the pivotal role of soft skills in fostering cohesive work environments, enhancing employee engagement and mitigating turnover rates. It emphasises the need for organisations to prioritise the development of soft skills through recruitment, training and performance management initiatives to achieve sustained success in a dynamic business landscape.Originality/valueThe article contributes to the existing literature by synthesising insights from various sources to advocate for the integration of soft skills into organisational practices. It highlights the strategic imperative for HR leaders to embed soft skills into recruitment processes, training initiatives and performance management practices to nurture a culture of resilience, innovation and collective success in the modern workplace.

Instructors’ presence and communication strategies on student engagement in asynchronous online classes

This study investigated the factors influencing student engagement in asynchronous online classes, focusing on the roles of instructor presence, communication strategies, and demographic profiles. Data were collected from 385 college students employing moderated mediation with parallel mediators. The results revealed significant direct effects of instructor presence and communication strategies on student engagement, highlighting the pivotal role of these factors in shaping the online learning experience. Specifically, stronger instructor presence and effective communication strategies corresponded to higher levels of student engagement, emphasizing the importance of fostering supportive interactions and facilitating meaningful communication in virtual classrooms. Mediation analyses further clear the pathways through which these factors influence student engagement. Perceived instructional support emerged as a robust mediator between instructor presence and engagement, underscoring the significance of establishing a supportive learning environment. Additionally, technology self-efficacy played a modest yet significant role in mediating the impact of instructor presence and communication strategies on student engagement, highlighting the importance of students’ confidence in utilizing technology for academic purposes. While moderation analyses did not reveal significant effects of demographic profiles on the relationships between key variables, the findings underscore the universality of effective teaching practices in fostering student engagement across diverse student populations. These findings have important implications for online teaching practices and educational policies, emphasizing the need to prioritize strategies that enhance instructor support, foster effective communication, and promote technological proficiency among students. By addressing these factors, educators and institutions can optimize the online learning experience and promote meaningful engagement among students in asynchronous online classes.

Beyond the classroom: Fostering English communication skills in vocational education through podcasting and radio broadcasting

Addressing the challenge of developing effective English communication skills in vocational education, this study explores the integration of podcasting and radio broadcasting as an alternative to traditional classrooms. The goal is to provide vocational students with a more immersive and practical learning experience in line with communicative language teaching principles. Putra Rifara Vocational School initiated a Radio Podcast program, emphasizing technological proficiency. A seminar, "Hosting Podcast in English," was conducted to train students in podcasting and radio broadcasting. Practical exercises were included to enhance language skills, including articulation, opinion expression, and real-time dialogues. A needs analysis revealed students' interest in podcasts as learning material, with challenges related to internet limitations. The initiative positively impacted students' attitudes, behaviors, linguistic proficiency, and soft skills development. Ongoing training and mentorship are recommended to empower students in confidently hosting English podcasts. This initiative demonstrates the potential of podcasting and radio broadcasting to enrich English language learning in vocational education, contributing to linguistic proficiency and soft skills development within the educational environment. Considerations for improving internet accessibility and guiding podcast selection are recommended for future implementations.

APPOINTMENT MAKER USING COMPUTERIZED VOICE

The Appointment Maker Using Computerized Voice is a novel system designed to streamline the process of scheduling appointments in healthcare settings through the integration of voice recognition and natural language processing technologies. By leveraging speech-to-text and text-to-speech capabilities, the system enables users to interact with the appointment booking interface using spoken commands, eliminating the need for manual input and enhancing accessibility for individuals with diverse technological proficiencies. This intuitive interface simplifies the appointment scheduling process, allowing users to book, reschedule, or cancel appointments with ease. Furthermore, the Appointment Maker employs machine learning models to understand and interpret user queries, providing accurate responses and assistance in real-time. By leveraging pre-trained language models and fine-tuning them on domain-specific data, the system demonstrates robust performance in understanding diverse user inputs and generating contextually relevant responses. This capability enhances user experience by providing personalized and timely assistance, akin to interacting with a human receptionist.The Appointment Maker features a backend database for storing and managing appointment and user information, ensuring data integrity, security, and efficient resource utilization. The relational database schema facilitates seamless coordination between users, healthcare providers, and administrative staff, enabling efficient scheduling and management of appointments. Overall, the Appointment Maker Using Computerized Voice represents a significant advancement in healthcare administration, offering a user-friendly and efficient solution for appointment scheduling while improving accessibility and patient experience. Key Words: Computerized Voice ,Natural Language Understanding (NLU), Speech to Text, Text to Speech.

Availability and Utilization of ICT Facilities in Teaching and Learning of Agricultural Sciences at Sokoine University of Agriculture, Tanzania

This study examined the availability and utilization of ICT facilities in teaching and learning of agricultural sciences at Sokoine University of Agriculture (SUA). The study adopted a descriptive survey design and the population of the study comprised of 65 instructors from the College of Agriculture (CoA), 4 Heads of Department and the Head of ICT services at the university. A list of instructors with a minimum of ten or more years in teaching from the CoA was used to develop a sampling frame and all research respondents were purposively selected. The interview schedule and questionnaire with a reliability of 0.89 were employed as means of data collection. Quantitative data was analyzed descriptively while qualitative data were analyzed based on themes. The study revealed that most of the ICT facilities were found to be available at the university but they were inadequate to accommodate the number of instructors present at the respective departments. The study further revealed that the extent of utilization was moderate with some of the ICT facilities being over utilized while others were being underutilized. Therefore, it is recommended that the university administration should improve the ICT infrastructure at the departmental level, offer professional development programs that focus on enhancing instructors' technological proficiency and advocate for sufficient resource allocation at both the university and departmental levels to meet the growing demands of instructors and students.

Evaluation of an Innovative Technology Curriculum

This research aims to devise an innovative curriculum, to determine the opinions of parents, teachers, students, and educators of the curriculum, and to present results using the CIPP approach. The study employed a qualitative research method, a program execution case study. It used maximum variation sampling, a purposeful sampling method. The study, involving eighteen participants, was conducted in a high school that runs a technology education program. Data was obtained using the semi-structured and focus group interview methods. Participant confirmation was obtained to increase reliability, which was then subjected to external audit, allowing another researcher to examine the process and results. Awareness of the “Proficiency in Technology” (PIT) curriculum and curriculum implementation emerged as the main facts. The research findings show that a lack of communication and trainer qualifications caused disruptions in the program.

Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers

The intricate relationship between teenagers' literacy and technology underscores the need for a comprehensive understanding, particularly in the Spanish context. This study employs explainable artificial intelligence (AI) to delve into this complex interplay, focusing on the pivotal role of reading comprehension skills in the personal and career development of Spanish teenagers. With a sample of 22,400 15-year-olds from the PISA dataset, we investigate the impact of socioeconomic factors, technology habits, parental education, residential location, and school type on reading comprehension skills. Utilizing machine learning techniques, our analysis reveals a nuanced connection between autonomy, technological proficiency, and academic performance. Notably, family oversight of technology use emerges as a crucial factor in managing the impact of digital technology and the Internet on reading comprehension skills. The study emphasizes the necessity for a balanced and supervised introduction to technology from an early age. Contrary to current trends, our findings indicate that online gaming may not contribute positively to reading comprehension skills, while moderate daily Internet use (1–4 h) proves beneficial. Furthermore, the study underscores the ongoing nature of acquiring reading comprehension and technological skills, emphasizing the need for continuous attention and guidance from childhood. Parental education levels are identified as partial predictors of children's performance, emphasizing the importance of a holistic educational approach that considers autonomy and technological literacy. This study advocates for addressing socio-economic and gender inequalities in education and highlights the crucial role of cooperation between schools and families, particularly those with lower educational levels.

Exploring Technology Integration in Education: Lecturers Perspective on Outcomes-Based Education Platforms

Informatics education is evolving rapidly through the adoption of Outcome-Based Education (OBE), necessitating a rigorous investigation into the effectiveness of the implementation. This study was conducted using the advanced Unified Theory of Acceptance and Use of Technology (UTAUT)-3 model to assess the potential of OBE systems in enhancing teaching and learning processes. The study integrated a comprehensive set of nine variables to measure the acceptance level of OBE systems among lecturers at Maranatha Christian University Bandung and Universitas Muhammadiyah Malang. UTAUT-3 provides a more explicit understanding by incorporating Hedonic Motivation (H.M.), Habit (H), and Personal Innovativeness (P.I.). The Model also integrated the core constructs of Performance Expectancy (P.E.), Effort Expectancy (E.E.), Social Influence (S.I.), Facilitating Conditions (F.C.), Behavioral Intention (B.I.), and Users Behavior (U.B.). The result showed that B.I. was a central determinant of U.B., suggesting users' preparedness to engage with OBE systems.Furthermore, the routine use of technology as Habit (H) was closely related to Behavioral Intension (B.I.), showing that familiarity with technology facilitated the intention to adopt OBE systems. The result showed that UTAUT-3's comprehensive framework was superior in evaluating educational technology adoption due to its ability to account for users' engagement as Hedonic Motivation (H.M.), dispositional tendencies toward Personal Innovativeness (P.I.), and the critical role of established habits. Consumers' actual experiences and technological proficiency significantly influence adoption rather than individual characteristics. Therefore, UTAUT-3 was a more effective tool for predicting and understanding the Acceptance of OBE systems, guiding educational institutions toward successfully integrating information systems in learning environments.

The Influence of Guided Discovery Learning Assisted by Fractional Wheels and Learning Motivation on Improving The Critical Thinking Skills of Grade V Students at SD Negeri 1 Dagan Purbalingga

The purpose of this research is to examine how employing Guided Discovery Learning tools alongside fractional wheels, as well as enhancing learning motivation, impacts the enhancement of critical thinking abilities among elementary school students. Essential 21st-century skills include critical thinking, digital literacy, information literacy, media literacy, and proficiency in information and communication technology. The goal of mathematics education is for students to develop logical, critical, analytical, meticulous, and responsible abilities. Mathematics and critical thinking are intrinsically linked, as mathematics is understood through critical thinking, and critical thinking is trained through mathematics. Students with strong critical thinking skills can solve problems effectively, preparing them to face real-world challenges and global competition in the 21st century. The research method used is quantitative descriptive research with a correlational approach. Data analysis involved statistical methods, including multiple regression analysis and partial tests (t-tests). The regression analysis F-test indicates that Guided Discovery Learning and learning motivation simultaneously have a significant effect on students' critical thinking. The first partial t-test shows that Guided Discovery Learning impacts critical thinking, and the second t-test indicates that learning motivation influences critical thinking. Based on these results, the Guided Discovery Learning method supported by fractional wheels and enhanced learning motivation significantly improves students' critical thinking patterns.

Impact of Technology in Dance Sports: How Digital Tools are Changing Training and Performance

This research examined demographic characteristics, techniques of incorporating technology, disparities in evaluation, and obstacles encountered by coaches. The results of our study indicate that a significant proportion of participants are women (61%), aged between 18 and 20 (62%), and are spread throughout several academic years. Participants sometimes use technology into their training, mostly with dance technology and software. Although there are no notable disparities in terms of sex, age, or academic year, there is a substantial difference between first-year and third-year students in terms of their technology integration evaluation. The influence of technology on performance remains consistently mild across several aspects like as technique, timing and musicality, posture and alignment, frame and connection, choreography, style and creativity, and showmanship. The challenges encountered by coaches in technology integration include restricted availability in rural regions, financial difficulties, shortages in technical expertise, language obstacles, and managing restrictions related to competitiveness. The presence of resistance to change among athletes also presents a difficulty. The consequences indicate a need for customized training programs and resources to improve the technological proficiency of coaches and participants. Suggested measures include the establishment of technology resource centers, provision of specialized training platforms, and cultivation of cooperation with technology specialists.

Eight-year-olds engaging in guided information searches with iPads: Dimensions of reading competence

This study examines how eight-year-old students engage in teacher-guided digital online reading during internet searches for specific information. The research focuses on the students' digital literacy and their ability to evaluate sources and decode complex text. We have used Luke and Freebody's four resources model and the concept of sourcing as theoretical underpinning. The study had a descriptive and exploratory approach. The study involved 17 eight-year-old students from a school with a one-to-one tablet policy. The students were divided into small groups to encourage interaction. Data were collected through audio and screen recordings and were multimodally transcribed to provide a detailed account of the children's internet search interactions. The study reveals that while students demonstrated proficiency in using digital tools and navigating the internet, they often struggled to assess source credibility and critically interpret the information they encountered. Furthermore, the study highlights the importance of guiding young students in navigating the complex media landscape, emphasizing the need to enhance their knowledge of different types of sources and the categories of individuals producing content. The researchers found that students' prior knowledge, such as familiarity with printed books, played a role in how they approached online reading, sometimes leading to difficulties in adapting their strategies for digital formats. In conclusion, this research underscores the need for explicit instruction and collaborative efforts in the classroom to develop students' digital reading skills and their ability to critically assess online sources, thus bridging the gap between technological proficiency and effective digital literacy. The findings offer insights for educators in preparing young readers for digital literacy and effective online information evaluation.

Accessibility, Relevance, and Impact of a Symptom Monitoring Tool for Home Hospice Care: Theory Elaboration and Qualitative Assessment.

Early users found Engagement and Visualization to Improve Symptoms in Oncology Care (ENVISION), a web-based application designed to improve home management of hospice patients' symptoms and support patients' and family caregivers' well-being, to be generally useful and easy to use. However, they also raised concerns about potential challenges users with limited technological proficiency might experience. We sought to concurrently accomplish two interrelated study aims: (1) to develop a conceptual framework of digital inclusivity for health information systems and (2) to apply the framework in evaluating the digital inclusivity of the ENVISION application. We engaged ENVISION users (N=34) in a qualitative study in which data were collected via direct observation, think-aloud techniques, and responses to open-ended queries. Data were analyzed via theory elaboration and basic qualitative description. Accessibility, relevance, and impact were identified as 3 essential considerations in evaluating a health system's digital inclusivity. Study findings generally supported ENVISION's digital inclusivity, particularly concerning its perceived relevance to the work of family caregivers and hospice clinicians and its potentially positive impact on symptom management and quality of life. Limitations to ENVISION's digital inclusivity centered around issues of accessibility, particularly operability among individuals with limited technological knowledge and skills. The Accessibility, Relevance, and Impact conceptual framework of digital inclusivity for health information systems can help identify opportunities to strengthen the digital inclusivity of tools, such as ENVISION, intended for use by a broad and diverse range of users.

Bridging the Digital Divide to Improve Village Governance for Global Efficiency

This study analyzes the performance of village officials in Glagaharum Village's administrative services using a descriptive qualitative approach. Data were collected through interviews, observations, and documentation, and analyzed using Miles and Huberman's techniques. Evaluated through T. R. Mitchell's indicators—Work Quality, Communication, Timeliness, Ability, and Initiative—the findings reveal that while technical guidance improves service quality, communication and technological challenges persist. Many officials lack technological skills, affecting service timeliness and initiative. The study highlights the need for targeted training to enhance officials' technological proficiency and improve overall service delivery. Highlights: Targeted Training: Improve officials' technological skills. Communication Struggles: Address difficulties with online services. Timeliness Concerns: Online service issues hinder punctuality. Keywords: Village administration, performance evaluation, qualitative research, service delivery, technological skills

INVESTIGATING COMMUNICATION CHALLENGES IN ONLINE EDUCATION AT HIGHER EDUCATION IN PUNJAB

This study investigates the communication challenges faced by teachers in online education at higher education level in Punjab. It was a quantitative study with descriptive survey design. Data were collected through a survey from 75 conveniently selected teachers across colleges & institutions using a self-developed five-point rating scale. The findings reveal that significant proportion of teachers experienced high levels of social isolation (32.3%), weak interaction with students (41.9%), lack of student motivation (47.3%), and difficulties in conceptual learning (57%) and assessment (63.4%). Also, the analysis showed differences based upon gender, location (urban/rural), and IT skills. The study underlines the difficulties faced in online teaching, emphasizing the need for directed interventions to increase teachers' digital pedagogy, develop meaningful student engagement and adopt assessment-related issues. It highlights importance of implementing a hybrid teaching-learning approach by associated online classes with traditional methods to moderate the identified challenges. It is recommended to focus on teachers’ digital pedagogy, technological proficiency, as well as strategies to develop students’ engagement.

SURFACE MOBILITY SOLUTION

In the Nagpur City of Maharashtra, the barrier of transportation in the daily life. Amidst mixture of sounds of honking horns and bustling streets, an intricate web of challenges come face to face with drivers and transportation professionals at every turn. As I delved into Nagpur's mobility landscape, engaging with drivers. The journey of exploration began with a simple premise: to understand the quality of being complex mobility challenges from the perspective of those entrenched in the frontline of transportation. Through extensive interviews and surveys, I sought to peel back the layers of complexity surrounding issues that impact drivers' livelihoods, schedules, and overall efficiency. What emerged from these interactions were recurring themes, echoing the sentiments of drivers navigating the labyrinthine streets of Nagpur: Documentation and Permit Predicaments: A maze of paperwork and bureaucratic hurdles often impedes the seamless flow of operations for drivers. From license renewals to permit applications, navigating the labyrinth of documentation requirements proves to be a formidable task, with delays rippling through the fabric of daily operations. Route Riddles: In a city where every turn can make the difference between timely arrival and frustrating delays, the lack of familiarity with optimal routes emerges as a significant challenge. For drivers, deciphering the shortest path from point A to point B is akin to navigating through a complex puzzle, where each intersection presents a myriad of choices, each with its own consequences. time Constraints and Efficiency Dilemmas: In the world of transportation, time is money, and every minute lost to loading and unloading delays translates into tangible losses for drivers. Whether it's waiting in line at a distribution center or grappling with the intricacies of cargo handling, the specter of inefficiency looms large, casting a shadow over the profitability of operations. Technological Turbulence: As the world hurtles towards an increasingly digitized future, the divide between technological proficiency and traditional practices widens. For drivers grappling with the complexities of GPS navigation systems and digital documentation platforms, the learning curve can be steep, posing yet another barrier to efficiency and competitiveness.

Adapting to the Digital Age: An Evaluation of Online Learning Strategies in Public Health and Social Care Education

Introduction. The global shift towards digital education in the wake of the COVID-19 pandemic has reshaped the landscape of higher education. Public health and social care programmes have adapted to this transformation, embracing online learning strategies to engage students. This study focuses on the assessment of online learning experiences in public health and social care education, particularly during the post-COVID-19 period. Materials and Methods. This qualitative study employed semi-structured interviews and focus groups with 49 university students in England. These phases, conducted both in person and via video, were audio and video recorded and transcribed verbatim. A purposive sampling technique was employed to gather data, and framework analysis facilitated data management and interpretation. Results. The presentation highlights three main themes and 12 accompanying sub-themes that capture the clear preferences of students for both in-person and online learning methods. The findings elucidate the merits and demerits of online learning strategies in contrast to traditional face-to-face classes. Online classes offer distinct advantages in terms of flexibility, cost-effectiveness, time efficiency, and technological proficiency. However, they also bring to the fore concerns related to social isolation, mental health challenges, technical challenges, and distractions within the home environment. Conclusion. Considering the global transition to digital education, this study contributes to the dynamic discourse surrounding online learning in the post-COVID-19 era. The diverse preferences expressed by students highlight the importance of personalised and flexible teaching methods in online education, underlining the need for adaptability and inclusivity to meet the diverse needs of today’s learners.