World Journal on Educational Technology: Current Issues

Long distance learning and the Pandora's box from weak education: Findings of "feudalism" in education

Devie Rahmawati — 2024-07-20

This study aimed to investigate 7 aspects that influence the online teaching and learning process, as well as find the existence of feudalism in the distance learning model. This study is a qualitative study that was descriptive and used analysis. The theoretical basis is following the facts in the field. The data were collected by using a survey involving the instructor (teacher/lecturer), students, and the parents of the students. The distribution of an electronic questionnaire (e-questionnaire) was carried out through social media platforms. The feudalist model was found to exist within the distance learning practice. Feudalism which is closely related to centralized leadership and managerial models can occur in all aspects of life. Furthermore, it is not impossible in the realm of education. This feudalism is reflected in the teaching and learning process approach which tends to be teacher-centered. Not only in offline or face-to-face models, but this study also revealed that the online teaching and learning process was only an extension of the “feudalism” practice in education during the pre-pandemic era.

Keywords: Distance learning; education; feudalism; online learning.

Investigating structural relations among university students’ self-efficacy beliefs, epistemological beliefs, and digital literacy skills

Eralp Bahcivan — 2024-07-20

This research study aimed to investigate the relationships among self-efficacy beliefs, epistemological beliefs, and digital literacy skills of university students who took courses through compulsory distance education throughout the COVID-19 pandemic. In this context, a structural equation model was proposed by reviewing the research studies in the literature. The proposed structural model was analyzed and discussed based on the literature. One thousand, six hundred and forty-four (1644) students studying in a university in Turkey voluntarily participated in the study. “Online learning self-efficacy scale”, “Online specific epistemological beliefs scale” and “Digital literacy scale” were used as the data collection tools in the research. According to the results of the study, participants' online self-efficacy beliefs were found to be effective on their online epistemological beliefs and digital literacy. Furthermore, it was observed that online epistemological beliefs were also effective in digital literacy skills. Suggestions were made according to the results of the study.

Keywords: Digital literacy skills; E-learning; higher education; online specific epistemological beliefs; self-efficacy beliefs.

Temporal thinking as a tool for the meaningful learning of historical time

Walter Choquehuanca-Quispe — 2024-07-20

The goal of this study, which employed the quantitative method of correlational design with temporal thinking and significant historical time learning as research variables, was to ascertain the relationship between the degree of temporal thinking and significant historical time learning as part of the competencies in the social sciences. The participants consisted of 178 Peruvian high school students. The research technique used was a survey with a questionnaire made up of 20 multiple-choice items, with reliability confirmed by sufficient Cronbach's alpha, and review by expert judgment. The results of the study revealed statistically that the level of temporal thinking is significantly related to the level of significant learning of the historical time. Also, Spearman's correlation coefficient with a positive relationship of low level is evidenced. In conclusion, the study’s findings indicated that the understanding of historical time as part of temporal thinking acts as a cognitive organizer of historical knowledge, and therefore, determines the significant learning of historical time.

Keywords: Historical time; learning; meaningful learning; temporal thinking.

Exploring gamified learning: student engagement and academic achievement perspectives

Ioannis Berdousis — 2024-07-20

This qualitative study investigates the experiences and perceptions of undergraduate students within gamified learning environments. Utilizing a phenomenological approach, semi-structured interviews were conducted with 15 participants from diverse academic disciplines. Thematic analysis revealed that students generally perceived gamification positively, citing increased engagement and motivation as key benefits. Personalization options and clear goals were identified as significant factors influencing student engagement, while the impact of gamification on academic achievement varied among participants. Challenges such as technical issues and concerns about equity were also noted. These findings contribute to theoretical understandings of motivation and engagement in educational contexts and have practical implications for educators and policymakers seeking to optimize the effectiveness of gamified learning approaches in higher education. Further research is needed to explore the long-term effects of gamification on student outcomes and address associated challenges.

Keywords: Academic achievement; gamified learning environments; higher education; student engagement; qualitative study.

The role of artificial intelligence in advancing English as a foreign language teaching at Saudi universities

Mohammed Alharbi — 2024-07-20

This article presents findings from a comprehensive sequential explanatory mixed-methods study examining the perception of the transformative impact of Artificial Intelligence on English as a Foreign Language education at tertiary-level institutions. Through a 16-item psychometric scale purposefully designed survey, which was conducted with 192 EFL male and female teachers and in-depth, semi-structured interviews, insights were gathered into the challenges, opportunities, and evolving pedagogical approaches facilitated by AI-driven language learning platforms. Key findings indicate that AI-based applications and resources offer personalized learning experiences, catering to diverse learning styles, and enabling students to engage actively with language acquisition. However, while the majority of the teachers acknowledged the potential of AI to complement traditional instructions and pedagogies, enhancing individualized feedback and fostering EFL immersion some teachers expressed their reservations about students using AI in fear of academic dishonesty and disingenuity.

Keywords: Artificial intelligence; English as a foreign language; personalized learning; pedagogical innovation

Smartphone-based learning information management

Rama Faiz Pangestu Rama — 2024-07-20

Information management skills are essential for students. This research aimed to identify and describe the understanding, experience, awareness, and meaning of Masters & Doctoral students in managing lecture material files. This qualitative descriptive research used a phenomenological approach. The research subjects were 10 Masters & Doctoral students. This research produced the following findings: students have understood personal information management as managing information and organizing data, and the student experience in managing learning information, including downloading, skimming, creating folders, naming files, backing up files, writing notes, and grouping files in private WhatsApp groups. The act of managing information is based on control from the outside, such as being influenced by friends when situations and circumstances are urgent or needed, and the quality of the smartphone, while control from the inside is only because they often forget. The critical meaning of implementing personal information management is that it is a matter of convenience and self-awareness. This research benefits the expansion and development of the educational technology area, especially the management area.

Keywords: Information management; instructional; learning; personal information management; smartphone

Perceptions of school administrators, teachers, and students on the use of CCTV cameras and their impact on learning mathematics

Rajendra Kunwar — 2024-07-20

The use of CCTV cameras has been increasing in educational settings due to their potential benefits in enhancing security, monitoring student behavior, and promoting a conducive learning environment. This study aims to explore the perceptions of administrators, teachers, and students regarding the use of CCTV cameras in schools and their impact on learning mathematics. The study adopts a mixed-method approach, incorporating semi-structured interviews and observations to examine the presence of CCTV cameras and their influence on classroom dynamics and behaviors in teaching and learning mathematics. Semi-structured interviews were conducted with school administrators, teachers, and students from six schools in Nepal. The analysis of the data revealed five main themes: individual privacy, autonomy and trust, school context and learning environment, discipline and safety measures, and school management system, along with limitations and constraints. These themes encompassed discussions on the potential benefits of CCTV cameras in promoting discipline, safety, and classroom management, as well as concerns related to privacy, autonomy, trust, student motivation, engagement, critical thinking skills, and classroom dynamics. The findings provide valuable insights for policymakers, school administrators, and educators to make informed decisions and develop appropriate guidelines for the responsible integration of CCTV cameras in educational settings.

Keywords: Administrators; CCTV cameras; learning environment; mathematics; monitoring; perceptions; students; teachers.