This document discusses a study on the adoption of blended learning among academicians in Malaysia. The study found that the adoption rate of blended learning was low, with only 13% of academicians adopting it. Factors that influenced adoption included perceived usefulness of the system, learning goals, and preferences regarding educational technology. The findings provide insights that can help address the problem of low adoption by incorporating knowledge into e-learning training modules.
Aldalalah 2014 - perceptions of blended learning competencies and obstacles...Zalina Zamri
The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles.
Aldalalah 2014 - perceptions of blended learning competencies and obstacles...Zalina Zamri
The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles.
The Development of Edmodo-Based E-learning in Mathematics for Class V at Dr. ...IJAEMSJORNAL
This study aims to produce an Edmodo-based e-learning development product in mathematics class V at Dr. Wahidin Sudirohusodo Primary School and to know the feasibility and effectiveness of the developed Edmodo-based e-learning media. This study uses a Research and Development (R&D) approach with ADDIE model where each stage is interconnected and in stages in producing development products. The research subjects in this study are the design, media, learning material experts, the teacher, and the students. The hypothesis proposed of this study is that the development media products on Edmodo-based e-learning are feasible and effective for use in the learning process of mathematics. The data is collected through questionnaire by research subject assessment instrument and posttest from learning outcome instrument. The feasibility of the media is obtained through the validation and testing by research subjects where the average percentage of the results of the assessment of design, media, and learning material experts is 89.3%, while the average percentage of the results of teacher and student assessments in the trial of individual and groups of students is 90.5% who fall into the “Very Appropriate” category. The product effectiveness test from the learning outcome test data on the research hypothesis test through one-party test obtained tcount > ttable (2.3798 > 1.66980), which means that students’ mathematics learning outcomes with Edmodo-based e-learning were higher than students who studied conventional truth-tested. Thus development media products on Edmodo-based e-learning are feasible and effective for use in the learning process and can improve student learning outcomes compared to conventional learning.
This paper reveals the result of 322 distance learners’ perception towards e-learning program
conducted by UiTM. Generally the respondents rated above average for all aspects of distance
learning program irrespective of gender, program of studies, income and occupation. Students’
gender also did not show any difference in their perception. Similarly, semester of studies too, did
not indicate any significant difference except their perception towards lecturer. However
students’ semester of studies showed significant difference towards lecturer, module and
physical. Gender, income and semester of studies did not show any relationship to students’
perception towards all aspects of distance learning program. However students’ program of
studies showed significant relationship towards their perceptions of the program. Students’ CGPA
showed negative relationship with all aspects of distance learning program.
CHALLENGES OF DISTANCE, BLENDED, AND ONLINE LEARNING: A LITERATUREBASED APPROACHIJITE
The objectives of the study were to show the basic differences between Distance, Blended and Online
learning, and establish their common challenges from literature. Approximately 35 categories/sets of
research results or findings from more than 65 publications were reviewed and used for this work. Articles
were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine,
and Elsevier. The key themes used for the search are Distance education, Distance learning, Online
learning, Blended learning, Differences between face-to-face and online learning, and the use of the
internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes
were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into
six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues,
policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and
operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of
stakeholders on the use of learning management systems and the development of related IT skills in
general.
The search for knowledge is an everyday thing amongst humans. This has resulted in the enrolment of people into different institutions of learning. The development of technology and the discovery of the internet resulted in their usage for learning. Several institutions have implemented this in their programmes over the years. This paper examined the concept of e-learning; how it works, it benefits to learners, educators and the society and some challenges it faces. Consequently, its workability for mathematics educators was deduced.
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”. This study has the purpose to examine and help resolve the challenges that students with disabilities face when using online course materials.
Rapid development of information technology provides a favorable and high-quality platform for teachers’ online professional development. However, due to some factors, some teachers are unable to attend their OPD courses successful and effectively. Therefore, the research objective of this study was to assess the challenges of Chinese EFL lecturers attending online professional development (OPD). The participants consist of 100 EFL lecturers from 3 universities in Ningxia. The instrument for data collection used for the study was 20-item questionnaire. The researchers adopted the Cronbach Alpha method to determine the reliability of the instrument. A reliability index of 0.81 was obtained. Two research questions were structured and data collected were analyzed using mean and standard deviation. Findings revealed that, over workload and shortage of time are among the barriers of OPD for EFL lecturers. It was also recommended that less workload and adequate technical support would improve lecturers’ professional development in universities.
Based on the experience of using the “Moodle”, the application of new ontology-based intelligent information technologies is proposed. In the article, proposed is a new e-learning information technology based on an ontology driven learning engine, which is matched with modern pedagogical technologies. With the help of proposed engine and developed question database we have conducted an experiment, where students were tested. The developed ontology driven system of e-learning facilitates the creation of favorable conditions for the development of personal qualities and creation of a holistic understanding of the subject area among students throughout the educational process.
Mc collum, dixie effects of a speech to-text software nfsej v25 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
The Development of Edmodo-Based E-learning in Mathematics for Class V at Dr. ...IJAEMSJORNAL
This study aims to produce an Edmodo-based e-learning development product in mathematics class V at Dr. Wahidin Sudirohusodo Primary School and to know the feasibility and effectiveness of the developed Edmodo-based e-learning media. This study uses a Research and Development (R&D) approach with ADDIE model where each stage is interconnected and in stages in producing development products. The research subjects in this study are the design, media, learning material experts, the teacher, and the students. The hypothesis proposed of this study is that the development media products on Edmodo-based e-learning are feasible and effective for use in the learning process of mathematics. The data is collected through questionnaire by research subject assessment instrument and posttest from learning outcome instrument. The feasibility of the media is obtained through the validation and testing by research subjects where the average percentage of the results of the assessment of design, media, and learning material experts is 89.3%, while the average percentage of the results of teacher and student assessments in the trial of individual and groups of students is 90.5% who fall into the “Very Appropriate” category. The product effectiveness test from the learning outcome test data on the research hypothesis test through one-party test obtained tcount > ttable (2.3798 > 1.66980), which means that students’ mathematics learning outcomes with Edmodo-based e-learning were higher than students who studied conventional truth-tested. Thus development media products on Edmodo-based e-learning are feasible and effective for use in the learning process and can improve student learning outcomes compared to conventional learning.
This paper reveals the result of 322 distance learners’ perception towards e-learning program
conducted by UiTM. Generally the respondents rated above average for all aspects of distance
learning program irrespective of gender, program of studies, income and occupation. Students’
gender also did not show any difference in their perception. Similarly, semester of studies too, did
not indicate any significant difference except their perception towards lecturer. However
students’ semester of studies showed significant difference towards lecturer, module and
physical. Gender, income and semester of studies did not show any relationship to students’
perception towards all aspects of distance learning program. However students’ program of
studies showed significant relationship towards their perceptions of the program. Students’ CGPA
showed negative relationship with all aspects of distance learning program.
CHALLENGES OF DISTANCE, BLENDED, AND ONLINE LEARNING: A LITERATUREBASED APPROACHIJITE
The objectives of the study were to show the basic differences between Distance, Blended and Online
learning, and establish their common challenges from literature. Approximately 35 categories/sets of
research results or findings from more than 65 publications were reviewed and used for this work. Articles
were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine,
and Elsevier. The key themes used for the search are Distance education, Distance learning, Online
learning, Blended learning, Differences between face-to-face and online learning, and the use of the
internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes
were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into
six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues,
policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and
operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of
stakeholders on the use of learning management systems and the development of related IT skills in
general.
The search for knowledge is an everyday thing amongst humans. This has resulted in the enrolment of people into different institutions of learning. The development of technology and the discovery of the internet resulted in their usage for learning. Several institutions have implemented this in their programmes over the years. This paper examined the concept of e-learning; how it works, it benefits to learners, educators and the society and some challenges it faces. Consequently, its workability for mathematics educators was deduced.
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”. This study has the purpose to examine and help resolve the challenges that students with disabilities face when using online course materials.
Rapid development of information technology provides a favorable and high-quality platform for teachers’ online professional development. However, due to some factors, some teachers are unable to attend their OPD courses successful and effectively. Therefore, the research objective of this study was to assess the challenges of Chinese EFL lecturers attending online professional development (OPD). The participants consist of 100 EFL lecturers from 3 universities in Ningxia. The instrument for data collection used for the study was 20-item questionnaire. The researchers adopted the Cronbach Alpha method to determine the reliability of the instrument. A reliability index of 0.81 was obtained. Two research questions were structured and data collected were analyzed using mean and standard deviation. Findings revealed that, over workload and shortage of time are among the barriers of OPD for EFL lecturers. It was also recommended that less workload and adequate technical support would improve lecturers’ professional development in universities.
Based on the experience of using the “Moodle”, the application of new ontology-based intelligent information technologies is proposed. In the article, proposed is a new e-learning information technology based on an ontology driven learning engine, which is matched with modern pedagogical technologies. With the help of proposed engine and developed question database we have conducted an experiment, where students were tested. The developed ontology driven system of e-learning facilitates the creation of favorable conditions for the development of personal qualities and creation of a holistic understanding of the subject area among students throughout the educational process.
Mc collum, dixie effects of a speech to-text software nfsej v25 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 2: Impact
Determinants of Student’s Intention towards Using Open Educational Resources Content and Its Actual Use
Noor Ul Ain, Kiran Kaur, Mehwish Waheed
Graduate students' attitude towards e learning a study case at imam universityDr. Ahmed Farag
In the past few years, a new wave of many technologies, particularly the Internet has emerged with the potential to further enhance the teaching and learning environment in higher education. Many studies in the recent years have shown that E-learning use in the classrooms has increased over the past years. However, the process of E-learning and its applications is limited in the Kingdom of Saudi Arabia. Through this empirical study, a limited research was initiated to track the perceptions of the students toward the E-learning. The results indicate an overall positive attitude towards the E-learning
"Innovating an integrated approach to collaborative eLearning practices in hi...eraser Juan José Calderón
"Innovating an integrated approach to collaborative eLearning practices in higher education: the case study of a corporate communication e-platform" de Cindy Sing Bik Ngai , Wing Man Lee, Patrick Pak Kei Ng and Doreen Dongying Wu Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong, People’s Republic of China aparecido en el STUDIES IN HIGHER EDUCATION https://doi.org/10.1080/03075079.2018.1482266
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
Bridging the gap of the educational system across different countries through...PhD Assistance
The gap in the educational system has been a major drawback globally. The idea and concept of E-Learning have been evolved as a result of many kinds of Research. E-learning has assisted in closing this gap. The main goal of the study is to offer quality education through e-learning by assessing the effectiveness of e-learning mode. The focus has been to assess the e-learning potential to provide a quality education through electronic means and also to evaluate the scope of e-learning. E-learning provides a better standard of living for students across the world. This paper deals with improving the student’s quality of education and their standard of living
Visite : https://www.phdassistance.com/blog/
Contact Us:
UK NO: +44-1143520021
India No: +91-8754446690
Email: info@phdassistance.com
Predicting students’ intention to continue business courses on online platfor...Samsul Alam
The objective of this study was to analyze the intention of a University's business department students to continue their studies on e-learning platforms during the ongoing COVID-19 pandemic. To this end, a questionnaire was developed to collect primary data from students in business fields. The study took into account more than 285 respondents from two different universities and relied on the expectation confirmation model (ECM) theory and the structural equation model. The partial least squares (SEM-PLS) method was used to analyze the data. The results of the study showed that task skills (TS) and task challenges (TC) were significant for the enjoyment (EN) of the students which in turn had a positive effect on the satisfaction levels. Confirmation (CON) had an impact on the post adoption perceived usefulness (PAPU), which was deemed positive for student satisfaction (SAT). The SAT and psychological safety (PS) of online learning platforms were found to positively influence the continuance intention (CI) on e-learning platforms. Finally, both SAT and PS of online learning platforms were observed to positively influence CI on e-learning platforms. Further research in this area could be useful in making decisions about promoting educational programs based on e-learning. The researchers recommend that academicians and policymakers must ensure appropriate arrangements for teaching on e-learning platforms.
Affective e-learning approaches, technology and implementation model: a syste...IJECEIAES
A systematic literature study including articles from 2016 to 2022 was done to evaluate the various approaches, technologies, and implementation models involved in measuring student engagement during learning. The review’s objective was to compile and analyze all studies that investigated how instructors can gauge students’ mental states while teaching and assess the most effective teaching methods. Additionally, it aims to extract and assess expanded methodologies from chosen research publications to offer suggestions and answers to researchers and practitioners. Planning, carrying out the analysis, and publishing the results have all received significant attention in the research approach. The study’s findings indicate that more needs to be done to evaluate student participation objectively and follow their development for improved academic performance. Physiological approaches should be given more support among the alternatives. While deep learning implementation models and contactless technology should interest more researchers. And, the recommender system should be integrated into e-learning system. Other approaches, technologies, and methodology articles, on the other hand, lacked authenticity in conveying student feeling.
Learner and Instructional Factors Influencing Learning Outcomes within a Blen...Zalina Zamri
This study examined the influence of instructional and learner
variables on learning outcomes for a blended instruction course offered for undergraduate students.
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docxmansonagnus
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Efl students’ perceptions of a blended learning environmentZalina Zamri
This study explores King Khalid University English as Foreign Language (EFL) students' views regarding the
advantages and limitations of merging the features of face-to-face language instruction and online language
learning.
Design, development and implementation of blended learningZalina Zamri
Share reflections of the three authors on the process of
instructional design and implementation of blended learning for teachers’ professional development
(PD) in rural western Kenya.
Blended learning and learning communities: opportunities and challengesZalina Zamri
The purpose of this paper is to address the nature and development of blended learning
and the emerging notion of learning communities, with particular reference to management and
business education.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. 176 Haryani Haron et al. / Procedia - Social and Behavioral Sciences 67 (2012) 175 – 181
1. Introduction
The first generation of e-learning or Web-based learning programs focused on presenting physical
classroom-based instructional content over the Internet. In the second wave of e-learning, various
delivery modes are combined into e-learning which is termed as the “blended learning”. Many higher
learning institutions in Malaysia implemented e-learning because of its effectiveness as an alternative
learning approach (Masrom, 2008). Currently, public higher learning institutions in Malaysia are moving
from solely e-learning into blended learning (Bunyarit, 2006). Singh (2003) stressed that blended learning
offers more benefits and is more effective than traditional e-learning. However, studies have shown that
academicians are apprehensive about teaching in blended learning (Brooks, 2008). This necessitates a
study in Malaysian context to investigate the current level of adoption of blended learning among the
academicians, and identify the factors influencing the adoption of blended learning.
Rosenberg (2001), confines e-learning as the use of internet technologies to deliver a broad array of
solutions that enhances knowledge and performance. It is based upon three fundamental criteria:
networked, delivered to the end-user via a computer using standard internet technology and focuses on the
broadest view of learning. According to Shoniregun and Gray (2003) e-learning is the delivery of teaching
material electronically with the added value of maintaining standard and quality without limitation of a
specific location, using multimedia and is interactive. E-learning is not simply putting the notes online.
Agboola (2005) concluded that the notion of e-learning should be about using the computer and the
Internet technology to disseminate knowledge to learners effectively and to enhance the performances of
both the teacher and the learner by utilizing information and communication technology (ICT) for the
purpose of instructional delivery. In general, e-learning refers to learning with using of information and
communication technologies.
Abd Karim and Hashim (2004) categories three main approaches for implementation of the e-learning
system by any institution. There are as follows:
1. Using the technologies to support or supplement the traditional face-to-face course.
2. Integrating online activities into a traditional course to enhance the learning experience. (blended mode)
3. Delivering a course that is entirely online. (online mode). Approach one is usually done by the lecturer
themselves using software like Microsoft PowerPoint. For using approach two and three, there must be
supported by the university.
In Malaysia, many of the universities are using blended mode and online mode. For example, Bunyarit
(2006) has evaluated Universiti Tun Abd Razak (UNITAR) and Open University of Malaysia (OU) has
implemented online mode while International Islamic University of Malaysia (IIUM) is implementing
blended mode of learning.
There are factors which are obstacles keeping academicians from facilitating courses in a blended
learning environment. The literature mentions some obstacles academicians must get past if they are to be
successful in an online learning environment. These “include orientation, mentorship and established
policies” (Ryan, Carlton & Ali, 2004). These factors affect the performance of the academicians as well
as affect the quality of the online experience.
In a study by Ross and Seymour (1999), academician’s attitudes towards teaching online courses were
examined. It is found that most of the attitudes held by academicians were negative, primarily because
the participants doubted the quality of the education that students received through online courses. This
conclusion was also reached by Inman et al. (1999) who concluded that the academicians “was willing to
teach a distance learning class again, but they rated the quality of the courses as equal or lower quality
than other classes taught on campus.” Other studies (e.g. Appana, 2008; Barker, 2003; Mancuso-Murphy,
2007; McIsaac, 2003) have reached similar conclusions about faculty attitudes toward online courses.
3. 177Haryani Haron et al. / Procedia - Social and Behavioral Sciences 67 (2012) 175 – 181
Rockwell et.al.(1999) concluded that intrinsic incentives (such as providing innovative instruction and
applying new techniques in teaching) were more of a motivational force than extrinsic incentives such as
recognition and pay for academicians to employ blended learning.
1.1. Transformative Learning Theory
The theory that framed this study is Mezirow’s Transformational Learning Theory (Mezirow, 1997).
Transformative learning offers a theory of learning that is uniquely adult, abstract, idealized, and
grounded in the nature of human communication. It is a theory that is partly a development process, but
more as learning is understood as the process of using a prior interpretation to construe a new or revised
interpretation of the meaning of one’s’ experience in order to guide future action.
Transformative learning offers and explanation for change in meaning structures that evolves in two
domains of learning which are; instrumental learning which focuses on learning through task-oriented
problem solving and determination of cause and effect relationships. Second is communicative learning,
which is learning involved in understanding the meaning of other concerning values, ideals, feelings,
moral decisions, freedom, justice, labor, love, autonomy, commitment and democracy.
Mezirow defines transformative learning theory in terms of frames of reference that define and adult’s
attitudes which composed of two dimensions: habits of mind and point of view (Brooks, 2008). A case
study by Muhammad Hasmi and Noorliza Karia (2005) to a group of distance education students,
Universiti Sains Malaysia (SDE-USM) identified four factors which are home computer, internet access,
perceived ease of use and perceived usefulness leads to the readiness of e-learning. Based on the study
they concluded that e-learning needs to be blended with traditional teaching method for acceptance and
readiness.
Research has shown that individuals who are ready to use technology are more likely to try it
(Parasuraman, 2000) and Bo van der Rhee et.al. (2007). Davis (1989) developed the technology
acceptance model (TAM) that identifies potential drivers and inhibitors of technology acceptance.
Similarly, Parasuraman (2000) proposed a Technology Readiness Index (TRI), which measures the
tendency to embrace and use new technologies for accomplishing goals in home life and at work. The
TRI identifies four indicators of technology belief that impact an individual’s level of techno-readiness.
Two of the indicators are positive: Optimism and Innovativeness, while the other two deal with concerns
users might have: Discomfort and Insecurity. To determine a person’s Technology Readiness Index (TRI)
he or she would have to answer a number of questions, each related to one of these indicators.
2. Purpose of Study
Research has shown that individuals who are ready to use technology are more likely to try
it(Parasuraman, 2000) and Bo van der Rhee et.al. (2007). Davis (1989) developed the technology
acceptance model (TAM) that identifies potential drivers and inhibitors of technology acceptance.
Similarly, Parasuraman (2000) proposed a Technology Readiness Index (TRI), which measures the
tendency to embrace and use new technologies for accomplishing goals in home life and at work. The
TRI identifies four indicators of technology belief that impact an individual’s level of techno-readiness.
Two of the indicators are positive: Optimism and Innovativeness, while the other two deal with concerns
users might have: Discomfort and Insecurity. To determine a person’s Technology Readiness Index (TRI)
he or she would have to answer a number of questions, each related to one of these indicators.
3. Methodology
4. 178 Haryani Haron et al. / Procedia - Social and Behavioral Sciences 67 (2012) 175 – 181
The paradigm of inquiry for this research is positivist. Since paradigm of inquiry of this research is
positivist, quantitative-method approach is adopted. This process involves conducting surveys in a
chosen case-site, a public institution of higher learning which implemented blended learning. The main
instrument for this research is the questionnaire. The questionnaire is divided into two sections,
demographic section and the factors which influenced the attitude of adopting blended learning. Each
section begins with a clear instruction of what is expected of the respondent. To determine the level of
relevance of a particular item, a 5-point scale is used. The lowest point of the scale represents “strongly
disagree” while the highest point of the scale represents “strongly agree”. The questionnaires were
distributed randomly among the academicians and a total of thirty (30) questionnaires were returned.
The questions are developed according to the Transformative Learning Theory and the Technology
Acceptance Model (TAM). In the Transformative Learning Theory, the frame of reference for an
individual will influence his/her action. Therefore the independent variables explored are educational
technology preference, learning goals and perception where as the dependent variable is adoption of
blended learning. Two variables from the TAM are added, perceived ease of use and perceived usefulness
as the other two independent variables. All together five constructs are tested for their relationship with
adoption of blended learning.
Data are analysed using SPSS version16. Correlation analysis is used to test the relationship between
independent and dependent variables. The paradigm of inquiry for this research is positivist. Since
paradigm of inquiry of this research is positivist, quantitative-method approach is adopted. This process
involves conducting surveys in a chosen case-site, a public institution of higher learning which
implemented blended learning. The main instrument for this research is the questionnaire. The
questionnaire is divided into two sections, demographic section and the factors which influenced the
attitude of adopting blended learning. Each section begins with a clear instruction of what is expected of
the respondent. To determine the level of relevance of a particular item, a 5-point scale is used. The
lowest point of the scale represents “strongly disagree” while the highest point of the scale represents
“strongly agree”. The questionnaires were distributed randomly among the academicians and a total of
thirty (30) questionnaires were returned.
The questions are developed according to the Transformative Learning Theory and the Technology
Acceptance Model (TAM). In the Transformative Learning Theory, the frame of reference for an
individual will influence his/her action. Therefore the independent variables explored are educational
technology preference, learning goals and perception where as the dependent variable is adoption of
blended learning. Two variables from the TAM are added, perceived ease of use and perceived usefulness
as the other two independent variables. All together five constructs are tested for their relationship with
adoption of blended learning.
Data are analysed using SPSS version16. Correlation analysis is used to test the relationship between
independent and dependent variables.
Table 1: Reliability of Constructs
Construct Cronbach’s alpha
Learning goal (10 statements) 0.825
Educational Technology Preference
(7 statements)
0.853
Perception on Blended learning (5 statements) 0.706
Perceived Usefulness (4 statements) 0.932
Perceived Ease of Use (4 statements) 0.966
5. 179Haryani Haron et al. / Procedia - Social and Behavioral Sciences 67 (2012) 175 – 181
Adoption of Blended learning (14 statements) 0.843
4. Results and Discussions
The five constructs (independent) were tested for their correlation with motivation and adoption. No
significant correlation was found between participants’ perception on e-learning and the adoption of
blended learning. There is also no significant correlation between perceived ease of use and the adoption
of blended learning.
However, three other constructs are found to have significant correlations with motivation to adopt
blended learning. Pearson correlation test shows that there is a strong relationship between learning goals
and adoption of blended learning (r=0.635 and sig = 0.020). Educational technology preferences also has
a strong relationship with the adoption of blended learning (r = 0.643, sig=.018). Another construct
which shows a strong relationship with adoption of blended learning is perceived usefulness (r=.545, sig
=. 054).
Table 2 summarizes the results
Relationship tested Results
Learning goals of an academicians has a
significant corelation with the adoption of
blended learning.
Strong relationship
(r=.635, sig=0.020)
Educational technology preferences has a
significant corelation with the adoption of
blended learning.
Strong relationship
(r = 0.643, sig=.018)
Perceived usefulness has a significant correlation
with adoption of blended learning.
Strong relationship
(r=.713, sig = .006)
Perceived ease of use has a significant correlation
with adoption of blended learning.
No relationship
(r=.545, sig =. 054)
Perception on blended learning has a
significant corelation with adoption of blended
e-learning.
No relationship
(r=.166, sig =.580
5. Discussion and Conclusions
This study examined the factors influencing the adoption of blended learning. Results showed that
perceived usefulness is one of the important construct that influenced the adoption of blended learning.
An explanation might be that academicians adopted blended learning because they viewed the technology
as beneficial to the process of teaching and learning. This finding may suggest that academicians tend to
focus on the usefulness of the technology in adopting it. In this context, proper training on the usefulness
of the technology plays an important role for concretizing the adoption of blended learning among the
academicians. Learning goals of an academician reflected the efforts taken to fulfill their personal target
through self-learning. Learning goals has a strong relationship with the adoption of blended learning. A
possible explanation of this finding is that, the introduction of a new technology provides challenges for
the academicians. In coping with the challenges, academicians capitalize on their personal or self
strength. A study done on how academicians cope with transformation of educational identity also
reflected that capitalizing self-knowledge is one of the strategies taken by the academicians (Haryani
Haron and Rose Alinda, 2009). The third construct influencing the adoption of blended learning is the
educational technology preferences of the academicians. Blended learning combines technology and
6. 180 Haryani Haron et al. / Procedia - Social and Behavioral Sciences 67 (2012) 175 – 181
traditional ways of teaching. This finding is in-line with the earlier study by Parasuraman (2000) on the
adoption of technology. Academicians who are ready for new technology are most likely to adopt it.
Therefore user training on blended learning may solidify the adoption of blended learning. This study is
an initial study towards the adoption of blended learning. Only five constructs are investigated and the
researchers acknowledged the sample limitation of the study. However, the study provides insights on the
low adoption of blended learning besides providing some suggestions which can be implemented for a
better adoption rate of blended learning.
References
Abd Karim, M. R., Hashim,Y(2004)The Experience of the E-Learning Implementation at the Universiti Pendidikan Sultan Idris,
Malaysia. Malaysian Online Journal of Instructional Technology (MOJIT) Vol. 1, No. 1, pp 50-59.
Aditiawarman U. (2007). Factors influencing online learning acceptance in Indonesian Open Learning University – Universitas
Terbuka(UT). M.S thesis, International Islamic University Malaysia,
Agboola, A.K. 2005) A Study of readiness towards the introduction of e-learning as a teaching and learning environment among
lecturers: A case study of the International Islamic University Malaysia”, Ph.D. dissertation, International Islamic University
Malaysia.
Bih, J. (2007) When it Comes to E-learning. ACM Ubiquity. Bo van der Rhee et. al. (2007). Technology Readiness, Learning Goals
and eLearning:Searching for Synergy. Decision Sciences Journal of Innovative education. Vol 5 (No 1) pp 127-149).
Brooks,L . “An Analysis of Factors that affect faculty attitudes toward a blended learning environment”, Ph.D dissertation, Faculty
of the College of Education, TUI University, California, 2008.
Bunyarit, Malik. (2006).E-learning Systems: An Evaluation of Its Effectiveness In Selected Higher Learning Institutions in
Malaysia. M.S thesis, International Islamic University Malaysia,
Davis, F. D.(1989). Perceived Usefulness, Perceived Ease of Use and User Acceptance of Information Technology. MIS Quarterly
Vol. 3(No. 3): pp. 319-340,.
Elliot, K.M, et.al.(2008). Student Technology Readiness And Its Impact On Cultural Competency. College Teaching Methods &
Styles Journal. Vol 4, (No 6).
Hair, J.F. Jr, Anderson, R.E., Tatham, D.L., Black, W.C. (1995), Multivariate Data Analysis with Readings, 4th ed., Prentice-Hall,
Upper Saddle River, NJ.
Haryani Haron and Rose Alinda Alias (2009). An Interpretive Tacit Knowledge Exploration of Malaysian Academicians.
Unpublished Thesis, University Technology Malaysia.
Inman, E., Kerwin, M. & Mayes, L. (1999). Instructor and Student Attitudes toward Distance Learning. Community College
Journal of Research and Practice, Volume 23, Number 6, pp. 581-591
Elmehdi, H. M., “Factors Influencing Faculty and Students’ Acceptance of E-Learning Tools in the United Arab Emirates and its
Implication on Teaching and Learning: a Statistical Survey,”http://www.astf.net.
Masrom, M. et.al.(2008). Critical Success in E-Learning: An Examination of Technological and Institutional Support Factors.
International Journal of Cyber Society and Education” Vol 1, (No 2) :pp 131-142.
Mezirow, Jack.(1997). Transformative Learning: Theory to Practice." In Transformative Learning in Action: Insights from Practice.
New directions for adult and continuing education no. 74, edited by p. Cranton, pp. 5-12. San Francisco, CA: Jossey-Bass,
Summer 1997.
Minton, L, Boyle, R, Dimitrova, V. (2004) If Diversity is a Problem Could e-Learning be Part of the Solution A case study.
ITiCSE’04.
Muhammad Hasmi Abu Hassan and Noorliza Karia. (2005). Adult Learners and E-learning Readiness: A Case Study. European
College Teaching and Learning Conference, Athens, Greece.
National Center for Educational Statistics. (2002) Distance education instruction by postsecondary faculty and staff: Fall 1998. US.
Department of Education. http://nces.ed.gov/.
Nunnally, J.C. (1978). Psychometric Theory, (2nd ed.). New York: McGraw-Hill.
Parker, M. (2003) Technology-enhanced e-Learning: Perceptions of First Year Information Systems Students at the Cape
Technicon. SAICSIT.
Parasuraman,A. (2000). Technology readiness index (TRI): A multiple scale to measure readiness to embrace new technologies.
Journal of Service Research,2(4),307-320.
Rockwell, S. Kay, Jolene Schauer, Susan M. Fritz, and David B. Marx. "Incentives and Obstacles Influencing Higher Education
Faculty and Administrators to Teach Via Distance." Online Journal of Distance Learning Administration 2.4 (1999).
7. 181Haryani Haron et al. / Procedia - Social and Behavioral Sciences 67 (2012) 175 – 181
Rosenberg,M. (2001). e-Learning: Strategies for Delivering Knowledge in the Digital Age New York:Mc Graw-Hill, p28, 2001.
Ryan,M,,Carlton,K. H., and Ali, N.S. (2004). Reflection on the role of faculty in distance learning and changing pedagogies.
Nursing Education Perspectives.
Shoniregun, C.A and Gray, S.A. (2003). Is E-learning Really the Future or a Risk? ACM Ubiquity.
Singh, H.(2003). Building Effective Blended Learning Programs. Educational Technology, Volume 43, Number 6 pp 51-54.
Teo, B.T and Gay R.K.L. (2006). A knowledge driven Model to Personalize E-learning, ACM Journal of Educational Resources in
Computing.
Vrasidas, C. (2004). Issues of Pedagogy and Design in e-learning Systems, Symposium on Applied Computing. Yordanova, K.
(2007) Integration of knowledge management and E-learning – common