In March 2020, the world faced an abrupt global health crisis as the pandemic rapidly spread, leading to widespread school closures. Our research explored students' online learning preferences during this crisis, considering a range of variables including age, gender, and personal characteristics. We used a quantitative approach to gather data through six online questionnaires covering demographic details, personality traits, self-efficacy, attitude toward technology, parental support, and learning preferences. Findings reveal that students who held a more favorable attitude towards technology, perceived higher levels of academic achievements and parental support, were inclined to favor online platforms to a greater extent.
HOW ONLINE LEARNING, DURING COVID-19, HAS AFFECTED COMPASSION IN TEACHING AND...IJCI JOURNAL
Goetz [1] defines compassion as ‘the ability to notice physical or social distress in others and take action to address it’, with active listening, empathy, desire to help, inclusivity, understanding emotions, promoting silence, and creating a safe space being the main components of compassion in a teaching environment [2]. To understand the importance of compassion in teaching for student success, this study focusses on how an increased use of online teaching has negatively affected compassionate teaching and how that relates to student satisfaction. The present study uses a self-developed survey measure, in which, 44 undergraduate psychology students from each year group anonymously rate the use of the compassionate components. The results showed a significant correlation between hours of face-to-face teaching and compassionate scores and compassionate and enjoyment scores. Future research should consider how implementing compassion pedagogy in online learning affects enjoyment scores.
Academic Integrity in the New Normal Education: Perceptions of the Students a...AJHSSR Journal
ABSTRACT :This study focused on the analysis of the perceptions of the students and instructors of
Polytechnic College of Botolan to determine how the new normal education affects academic integrity. The
researcher used the descriptive correlational quantitative design by employing an online self-administered
questionnaire via Google Forms among 30 instructors and 150 students who were selected using the purposive
sampling techniquefrom SHS, TEP, and ICTP Departments. The data gathered were analyzed on the premise of
the Neutralization theory by Sykes and Matza (1957) and were statistically treated using the Likert Scale,
Weighted Mean, Frequency and Percentage Distribution, and Pearson (r). Results showed that the most common
academic misconduct committed by students in the new normal education is plagiarism, followed by cheating in
online exams. In terms of neutralization strategy, students commonly used denial of responsibility to justify their
misbehavior. Furthermore, findings revealed that there is a significant moderate positive correlation between the
perceived academic misconduct and their justifications indicating that the new normal education negatively
affects the academic integrity of the students. The results of this study were used as a basis for crafting an
intervention plan to address the issue of misconduct in the academe.
KEYWORDS : Academic integrity, academic misconduct, neutralization theory, new normal education
Academic Integrity In The New Normal Education Perceptions Of The Students A...Addison Coleman
This study examined the perceptions of students and instructors at Polytechnic College of Botolan regarding how the shift to new normal education during the COVID-19 pandemic has affected academic integrity. A survey was administered to 30 instructors and 150 students to gather data on common forms of academic misconduct among students, such as plagiarism and cheating on online exams. The data was analyzed using the Neutralization Theory to understand the justifications students provide for their misconduct, such as denying responsibility. The results showed that plagiarism and cheating were prevalent, and students commonly justified their actions by denying responsibility. A significant positive correlation was also found between perceived academic misconduct and the justifications provided by students. The findings of this study aim to help
Age Difference In Research Course Satisfaction In A Blended Ed.D. Program A ...James Heller
This study examined how age, internet self-efficacy, and statistics anxiety relate to student satisfaction in online research methods courses for an Ed.D. program. It hypothesized that 1) age would be negatively associated with internet self-efficacy, 2) internet self-efficacy would mediate the relationship between age and course satisfaction, and 3) statistics anxiety would moderate the relationship between internet self-efficacy and course satisfaction. The study surveyed 131 students in the program about their demographics, technology experience, internet self-efficacy, statistics anxiety, and course satisfaction to test these hypotheses.
Social Connections Strategy as a Predictive Factor of the First year Adolesce...ijtsrd
The study was carried out to investigate “social connections strategy and it influence on the first year adolescent academic adjustment in Cameroon state Universities. The researcher made used of mixed method with a concurrent nested research design. The instrument used for data collection was questionnaire. The sample was made up of 759 students proportionately selected from five state Universities University of Bamenda, University of Buea, University of Maroua and University of Yaounde 1 and university of Betoua . Data was analysed using inferential and descriptive statistics. The descriptive statistical tools used were frequency count, percentages and multiple responses set which aimed at calculating the summary of findings. To test the hypothesis, the Spearman rho test was used because the data were not normally distributed based on the statistics of the test of normality assumption trend. In addition to the Spearman’s rho test, the Cox and Snell test was equally computed to explain the explanatory power in the hypothesis in terms of percentage to ease comprehension in readers who find it difficult to interpret the correlation coefficient value. On the other, the qualitative data derived from open ended questions were analysed using the thematic analysis approach with the aid of themes, groundings frequency and quotations. Findings showed that social connections r value 0.442 , p value 0.001 significantly influence the academic adjustment of newly admitted University students. The positivity of the influence implied that newly admitted University students are more likely to be academically adjusted when they are social connected with significant others. Nkemanjen Donatus Achankeng | Ngemunang Agnes Ngale Lyonga "Social Connections Strategy as a Predictive Factor of the First year Adolescent Students' Academic Adjustment in Cameroon State Universities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59866.pdf Paper Url: https://www.ijtsrd.com/home-science/education/59866/social-connections-strategy-as-a-predictive-factor-of-the--first-year-adolescent-students-academic-adjustment--in-cameroon-state-universities/nkemanjen-donatus-achankeng
This literature review examines how online learning aligns with principles of adult learning (andragogy). It summarizes research finding that:
1) Younger adult learners are motivated by competition while older adults are motivated by personal growth and belonging.
2) Incorporating audio into online modules reduces cognitive load and improves learning compared to text-based modules.
3) Adult learners value self-directed learning and their love of learning correlates with online learning success.
Social Media & Academic Acheivement- Group Research ProposalJennifer Pearson
This document presents a literature review and proposed research study on the influence of social media use on student grade point averages. The literature review summarizes previous studies that found negative correlations between increased social media use and lower GPAs. The proposed study aims to further examine this relationship through surveys of Kennesaw State University students measuring social media use frequency, time management skills, and GPAs. It hypothesizes that greater time management leads to higher GPAs than frequent social media use. The study methods, variables, and ethics are also outlined.
The document discusses a study on the effects of cyberbullying on student academic performance. It begins with providing context on the growth of technology and related social issues like cyberbullying. The study aims to identify how cyberbullying affects the academic performance of grade 12 students in a specific high school. It reviews related literature showing cyberbullying has negative impacts on psychological, physical, social, and academic outcomes. The methodology section outlines the research design, respondents, data collection through questionnaires, and definition of key terms.
HOW ONLINE LEARNING, DURING COVID-19, HAS AFFECTED COMPASSION IN TEACHING AND...IJCI JOURNAL
Goetz [1] defines compassion as ‘the ability to notice physical or social distress in others and take action to address it’, with active listening, empathy, desire to help, inclusivity, understanding emotions, promoting silence, and creating a safe space being the main components of compassion in a teaching environment [2]. To understand the importance of compassion in teaching for student success, this study focusses on how an increased use of online teaching has negatively affected compassionate teaching and how that relates to student satisfaction. The present study uses a self-developed survey measure, in which, 44 undergraduate psychology students from each year group anonymously rate the use of the compassionate components. The results showed a significant correlation between hours of face-to-face teaching and compassionate scores and compassionate and enjoyment scores. Future research should consider how implementing compassion pedagogy in online learning affects enjoyment scores.
Academic Integrity in the New Normal Education: Perceptions of the Students a...AJHSSR Journal
ABSTRACT :This study focused on the analysis of the perceptions of the students and instructors of
Polytechnic College of Botolan to determine how the new normal education affects academic integrity. The
researcher used the descriptive correlational quantitative design by employing an online self-administered
questionnaire via Google Forms among 30 instructors and 150 students who were selected using the purposive
sampling techniquefrom SHS, TEP, and ICTP Departments. The data gathered were analyzed on the premise of
the Neutralization theory by Sykes and Matza (1957) and were statistically treated using the Likert Scale,
Weighted Mean, Frequency and Percentage Distribution, and Pearson (r). Results showed that the most common
academic misconduct committed by students in the new normal education is plagiarism, followed by cheating in
online exams. In terms of neutralization strategy, students commonly used denial of responsibility to justify their
misbehavior. Furthermore, findings revealed that there is a significant moderate positive correlation between the
perceived academic misconduct and their justifications indicating that the new normal education negatively
affects the academic integrity of the students. The results of this study were used as a basis for crafting an
intervention plan to address the issue of misconduct in the academe.
KEYWORDS : Academic integrity, academic misconduct, neutralization theory, new normal education
Academic Integrity In The New Normal Education Perceptions Of The Students A...Addison Coleman
This study examined the perceptions of students and instructors at Polytechnic College of Botolan regarding how the shift to new normal education during the COVID-19 pandemic has affected academic integrity. A survey was administered to 30 instructors and 150 students to gather data on common forms of academic misconduct among students, such as plagiarism and cheating on online exams. The data was analyzed using the Neutralization Theory to understand the justifications students provide for their misconduct, such as denying responsibility. The results showed that plagiarism and cheating were prevalent, and students commonly justified their actions by denying responsibility. A significant positive correlation was also found between perceived academic misconduct and the justifications provided by students. The findings of this study aim to help
Age Difference In Research Course Satisfaction In A Blended Ed.D. Program A ...James Heller
This study examined how age, internet self-efficacy, and statistics anxiety relate to student satisfaction in online research methods courses for an Ed.D. program. It hypothesized that 1) age would be negatively associated with internet self-efficacy, 2) internet self-efficacy would mediate the relationship between age and course satisfaction, and 3) statistics anxiety would moderate the relationship between internet self-efficacy and course satisfaction. The study surveyed 131 students in the program about their demographics, technology experience, internet self-efficacy, statistics anxiety, and course satisfaction to test these hypotheses.
Social Connections Strategy as a Predictive Factor of the First year Adolesce...ijtsrd
The study was carried out to investigate “social connections strategy and it influence on the first year adolescent academic adjustment in Cameroon state Universities. The researcher made used of mixed method with a concurrent nested research design. The instrument used for data collection was questionnaire. The sample was made up of 759 students proportionately selected from five state Universities University of Bamenda, University of Buea, University of Maroua and University of Yaounde 1 and university of Betoua . Data was analysed using inferential and descriptive statistics. The descriptive statistical tools used were frequency count, percentages and multiple responses set which aimed at calculating the summary of findings. To test the hypothesis, the Spearman rho test was used because the data were not normally distributed based on the statistics of the test of normality assumption trend. In addition to the Spearman’s rho test, the Cox and Snell test was equally computed to explain the explanatory power in the hypothesis in terms of percentage to ease comprehension in readers who find it difficult to interpret the correlation coefficient value. On the other, the qualitative data derived from open ended questions were analysed using the thematic analysis approach with the aid of themes, groundings frequency and quotations. Findings showed that social connections r value 0.442 , p value 0.001 significantly influence the academic adjustment of newly admitted University students. The positivity of the influence implied that newly admitted University students are more likely to be academically adjusted when they are social connected with significant others. Nkemanjen Donatus Achankeng | Ngemunang Agnes Ngale Lyonga "Social Connections Strategy as a Predictive Factor of the First year Adolescent Students' Academic Adjustment in Cameroon State Universities" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59866.pdf Paper Url: https://www.ijtsrd.com/home-science/education/59866/social-connections-strategy-as-a-predictive-factor-of-the--first-year-adolescent-students-academic-adjustment--in-cameroon-state-universities/nkemanjen-donatus-achankeng
This literature review examines how online learning aligns with principles of adult learning (andragogy). It summarizes research finding that:
1) Younger adult learners are motivated by competition while older adults are motivated by personal growth and belonging.
2) Incorporating audio into online modules reduces cognitive load and improves learning compared to text-based modules.
3) Adult learners value self-directed learning and their love of learning correlates with online learning success.
Social Media & Academic Acheivement- Group Research ProposalJennifer Pearson
This document presents a literature review and proposed research study on the influence of social media use on student grade point averages. The literature review summarizes previous studies that found negative correlations between increased social media use and lower GPAs. The proposed study aims to further examine this relationship through surveys of Kennesaw State University students measuring social media use frequency, time management skills, and GPAs. It hypothesizes that greater time management leads to higher GPAs than frequent social media use. The study methods, variables, and ethics are also outlined.
The document discusses a study on the effects of cyberbullying on student academic performance. It begins with providing context on the growth of technology and related social issues like cyberbullying. The study aims to identify how cyberbullying affects the academic performance of grade 12 students in a specific high school. It reviews related literature showing cyberbullying has negative impacts on psychological, physical, social, and academic outcomes. The methodology section outlines the research design, respondents, data collection through questionnaires, and definition of key terms.
Running head RESEARCH PROPOSAL 1RESEARCH PROPOSAL4.docxtoltonkendal
This document discusses research on student motivation in Saudi Arabia and South Korea. It begins with definitions of motivation and factors that influence it, such as intrinsic vs. extrinsic motivation and basic psychological needs. Cultural differences in motivation are also examined. The document then reviews literature on motivation in Saudi Arabian and South Korean schools. While the research left questions unanswered, it found that Saudi Arabian students are less persistent on assignments compared to South Korean students. Cultural differences between students and instructors as well as family support and goals may impact student motivation.
As universities shifted to online education with the onset of the Coronavirus Disease 2019 (COVID-19) pandemic, both pedagogy and assessment patterns across disciplines underwent a change, with a shift towards collaborative digital assessments. In this context, using qualitative and quantitative methods for data collection from an assessment conducted for 55 students who worked in groups to create YouTube videos on pre-selected modules, our analysis reveals that this assessment tool had a significant impact on peer learning, motivation and group dynamics. Students were more motivated to learn and share their learning, and they could also successfully engage in recognising and addressing group dynamics, thereby cultivating more than just subject knowledge. This finding aligns with existing scholarship and the paper adds to research about pedagogy and assessment via digital education in the Indian context, which is still upcoming.
A Comparative Study On Effectiveness Of Online And Offline Learning In Higher...Stacy Taylor
The document is a research paper that examines the effectiveness of online and offline learning in higher education. It conducted a survey of 100 respondents from India, Indonesia, and Malaysia studying in bachelor's, diploma, and master's programs. The findings showed that most respondents faced technical problems with online learning and found it difficult to adjust. While online learning provided some benefits like convenience, respondents overall preferred offline mode and felt it better supported understanding. The paper thus concludes that the effectiveness of online education is limited compared to traditional offline learning that remains the preferred approach for higher education.
MODELING THE CAUSAL RELATIONS BETWEEN MIND WANDERING, DIGITAL READINESS AND A...indexPub
This study modeled causal relations between mental wandering, digital readiness, and academic engagement among 298 university students in e-learning contexts. Quantitative analysis uncovered a high level of mind wandering and uneven digital readiness among participants. Academic engagement was moderately developed across behavioral, emotional, and cognitive domains. Structural equation modeling validated a proposed model of causal mechanisms linking these factors based on cognitive load, connectivism, and flow theories. Mental wandering demonstrated direct negative effects on engagement by disrupting cognitive focus and meta-awareness. Poor digital readiness also dampened engagement by overloading mental capacities and inhibiting access to online learning communities. The model provides a framework for investigating predictors of mind wandering and digital readiness
and examining moderators of their impacts on engagement. Findings inform potential interventions to strengthen engagement and performance in e-learning through mindfulness training, digital skills development, and promoting social connections, interest, and cognitive absorption. This research
elucidates the intersection of psychological dispositions, technological competencies, and embeddedness in digital learning and charts future inquiry directions.
A Meta-Analysis Of Approaches To Engage Social Work Students OnlineSarah Morrow
This document summarizes a meta-analysis that explored best practices for engaging social work students in online and hybrid courses. The meta-analysis found that using both asynchronous and synchronous methods is most effective for engagement. Specific approaches found to engage students include using webinars, video feeds, discussion boards, wikis, blogs, gaming, and group projects. Webinars were found to be an especially effective synchronous tool for engagement as they allow for interaction, feedback and participation. The meta-analysis concluded that online educators need to understand and integrate both asynchronous and synchronous methods and be creative in their approaches to effectively engage students in distance learning formats.
The goal of the study was to explore the scope of parental participation in junior high school education, particularly in the asynchronous modality. Specifically, parents’ perspectives, challenges, and contributions to children’s education were probed. Using social constructivism as a worldview, the study employed a qualitative phenomenological research design. Research participants comprised ten parents of junior high school students who were purposely selected based on the inclusion criteria as well as the appropriate ethical protocols of consent, anonymity, and confidentiality. Key informant interviews were conducted in the first quarter of 2022 in Barangay Colorado, Digos City. Three themes that describe the parents’ perceptions of the new normal education system were identified through thematic analysis of the qualitative data, including; saddening due to difficulty, requiring a positive attitude, and necessitating a positive change in attitude and mentality. The challenges faced by parents can be thematically described as; becoming passive, disinterest in studies, and constraints and limitations. Lastly, for the contributions given by the parents to their children’s studies under asynchronous distance learning, the themes are; reinforcing extrinsic and intrinsic motivation, giving support, and constructing a support system. It is hoped that these findings may be relevant for DepEd’s implementation of the self-learning modules.| Publisher: International Journal of Research and Innovation in Social Science (IJRISS)
The social media use and the study habits of millennialsAJHSSR Journal
ABSTRACT: Social media use and social networking poured internationally in the present that no academic institutions could stop its impact on education. Researches were conducted on the impact of these technologies and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage, mean and standard deviation was done using an adapted survey questionnaire which was tested for face and content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority (34%) received less parental support. In terms of the students‘ level of study habit, it was rated average ( x = 3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits of the students in this study. Even if most of them utilized whatever available technology they have such as their mobile phones and they spend most of their time on internet cafés, it was recommended that parental involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these partners still play a significant role in achieving success both in instruction and education.
The social media use and the study habits of millennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
The Social Media Use and the Study Habits of MillennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
(34%) received less parental support. In terms of the students‘ level of study habit, it was rated average (
x =
3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits
of the students in this study. Even if most of them utilized whatever available technology they have such as their
mobile phones and they spend most of their time on internet cafés, it was recommended that parental
involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these
partners still play a significant role in achieving success both in instruction and education
The Social Media Use and the Study Habits of MillennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
(34%) received less parental support. In terms of the students‘ level of study habit, it was rated average ( x =
3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits
of the students in this study. Even if most of them utilized whatever available technology they have such as their
mobile phones and they spend most of their time on internet cafés, it was recommended that parental
involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these
partners still play a significant role in achieving success both in instruction and education.
Academic Dishonesty In The Philippines The Case Of 21St Century Learners And...Monica Franklin
This document explores academic dishonesty in the Philippines among 21st century learners and teachers. It finds that academic dishonesty is most prevalent among senior high school and college students. Key players enabling this dishonesty include teachers, unemployed graduates, and some students who pay others to complete their work but also provide services to other students. Most academic assistance providers are teachers who earn an average weekly income of PHP 1,500-20,000 by charging students PHP 500 per assignment. The study reveals issues with the quality of education and ethics of recent graduates in the Philippines.
The fast development of information, communication
and technologies (ICT) has initiated an unparalleled
transformation in universities all over the world. This
development of technology and learning is offering new
techniques to represent knowledge, new practices, and new global
communities of students. E -learning is now increasing as the
advance model for teaching and learning process in higher
education. However, the integration of e-learning system in
higher education is not an easy task because of some challenges.
The aim of this paper is to analyses the impacts of demographic
factors of students on their attitudes towards e-learning. Student
attitudes and beliefs towards e-learning are regarded as success
determinants of future e-learning initiatives. An analysis of
relationships between student attitudes towards e-learning and
their demographic characteristics: gender, study year, study
program and e-learning knowledge is also included. The study
was conducted for measuring the attitude of university students
towards e -learning in University of Tetovo by taking 223
students from different study program and different study year.
In this paper was used questionnaire to collect data from a
sample of undergraduate students. Statistical techniques are used
for the analyses of data. The result revealed that students’ have
high attitude towards e-learning and their attitude scores did not
differ significantly according to gender, but on the other hand
results indicate there was difference according to study year,
study program and e-learning knowledge of students . The
reported findings might be of interest to academics,
administrators, and decision-makers involved in planning,
developing and implementation of future e-learning strategies in
Macedonia and similar developing countries. The obtained data,
from such study, can provide information about what academic
institutions can do before implementing e-learning to reduce and
overcome the challenges in implementing e-learning in
universities.
Influence of social networking sites on lifestyles, acculturation and self es...Alexander Decker
This document discusses how social networking sites influence the lifestyles, acculturation, and self-esteem of university students in Ondo State, Nigeria. It finds that social networking has deeply impacted student life by affecting their lifestyles and how they socialize and adapt to the university culture. Both positive and negative effects were found. The document recommends that students use social networking as an educational tool to help them achieve university goals and develop new skills, while also maintaining their integrity and commitment to the university.
A Quasi-Experimental Analysis Of The Adult Learning Effect On Problem-Solving...Martha Brown
This study uses data from the Programme for the International Assessment of Adult Competencies (PIAAC) to conduct a quasi-experimental analysis of the effect of adult learning on problem-solving skills in OECD countries. The study finds that young adults ages 25-34 who participate in nonformal learning activities outperform non-participants on PIAAC problem-solving assessments. However, participation in adult learning is influenced by societal factors like educational systems and social policies, as well as individual factors like social origin and occupational environment. National institutions also impact the relationship between adult learning and skill acquisition. The findings suggest policies are needed to address cumulative disadvantages over the educational lifecourse and reduce skill gaps among disadvantaged young adults.
1) The study examined risk factors for internet addiction among 326 African American university students, including depression, resilience, gender, age, and more.
2) It found depression and being a freshman were significant predictors of internet addiction. Higher levels of depression were positively associated with internet addiction, while higher resilience was negatively associated.
3) The study aimed to determine if resilience mediated the link between depression and internet addiction. Understanding this could help design interventions to reduce internet addiction by improving resilience for African American college students.
The document discusses how to apply the assumptions of adult learning theory known as andragogy to online learning. It summarizes the six assumptions of Knowles' andragogical model - the learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn. It then provides recommendations and guidelines for incorporating each of these assumptions into the instructional design, content delivery, and facilitation of online courses to better engage adult learners and improve online learning outcomes.
This document discusses 5 potential research topics related to the impact of social media influencers, effects of distance learning on academic performance, difficulties faced by online sellers, computer literacy levels of students, and negative effects of sleep deprivation on academic performance. It also discusses 2 specific proposed research titles about online selling and the effects of sleep deprivation. The document then discusses a study that compared online and face-to-face graduate courses and found slightly more positive student perceptions of instructors and quality for face-to-face courses, but no difference in learning outcomes between formats. It concludes with some background on the increasing prevalence of chronic conditions and their impact on quality of life and healthcare costs.
Comparison of Commuter and Boarder Students taking Information and Communicat...CatleenMadayag
Life at college is voluntary and expensive. They need to balance their responsibilities with their
own time and set priorities and decide whether to take part in co-curricular activities. Sayyed [1] said that
student academic success is challenging because student performance is derived from psychological, socioeconomic, and environmental variables. The primary objective of this research study is to compare the
academic performance of commuter and boarder students who take Information and Communication
Technology Courses namely the Bachelor of Science in Information Technology, Bachelor of Science in
Computer Science and Bachelor of Science in Information System. The respondents of the study are the
students enrolled in College of Computing Studies, Information and Communication Technology. 50% are
boarder students and 50% are commuter students. The researcher floated a questionnaire to the
respondents to obtain the desired output. Likert scale was the analysis tool used in this study to analyze
and evaluate the response of the respondents. Based on the result of the evaluation of the study, commuter
students are more conscious of their grades than boarder students; commuters are more active in
participating in class discussion, organization, leading a group, and other than the boarder students. The
commuter got better academic and non-academic performance than the boarder students yet boarder
students got less possibility in encountering risk in their daily routine.
Running head RESEARCH PROPOSAL 1RESEARCH PROPOSAL4.docxtoltonkendal
This document discusses research on student motivation in Saudi Arabia and South Korea. It begins with definitions of motivation and factors that influence it, such as intrinsic vs. extrinsic motivation and basic psychological needs. Cultural differences in motivation are also examined. The document then reviews literature on motivation in Saudi Arabian and South Korean schools. While the research left questions unanswered, it found that Saudi Arabian students are less persistent on assignments compared to South Korean students. Cultural differences between students and instructors as well as family support and goals may impact student motivation.
As universities shifted to online education with the onset of the Coronavirus Disease 2019 (COVID-19) pandemic, both pedagogy and assessment patterns across disciplines underwent a change, with a shift towards collaborative digital assessments. In this context, using qualitative and quantitative methods for data collection from an assessment conducted for 55 students who worked in groups to create YouTube videos on pre-selected modules, our analysis reveals that this assessment tool had a significant impact on peer learning, motivation and group dynamics. Students were more motivated to learn and share their learning, and they could also successfully engage in recognising and addressing group dynamics, thereby cultivating more than just subject knowledge. This finding aligns with existing scholarship and the paper adds to research about pedagogy and assessment via digital education in the Indian context, which is still upcoming.
A Comparative Study On Effectiveness Of Online And Offline Learning In Higher...Stacy Taylor
The document is a research paper that examines the effectiveness of online and offline learning in higher education. It conducted a survey of 100 respondents from India, Indonesia, and Malaysia studying in bachelor's, diploma, and master's programs. The findings showed that most respondents faced technical problems with online learning and found it difficult to adjust. While online learning provided some benefits like convenience, respondents overall preferred offline mode and felt it better supported understanding. The paper thus concludes that the effectiveness of online education is limited compared to traditional offline learning that remains the preferred approach for higher education.
MODELING THE CAUSAL RELATIONS BETWEEN MIND WANDERING, DIGITAL READINESS AND A...indexPub
This study modeled causal relations between mental wandering, digital readiness, and academic engagement among 298 university students in e-learning contexts. Quantitative analysis uncovered a high level of mind wandering and uneven digital readiness among participants. Academic engagement was moderately developed across behavioral, emotional, and cognitive domains. Structural equation modeling validated a proposed model of causal mechanisms linking these factors based on cognitive load, connectivism, and flow theories. Mental wandering demonstrated direct negative effects on engagement by disrupting cognitive focus and meta-awareness. Poor digital readiness also dampened engagement by overloading mental capacities and inhibiting access to online learning communities. The model provides a framework for investigating predictors of mind wandering and digital readiness
and examining moderators of their impacts on engagement. Findings inform potential interventions to strengthen engagement and performance in e-learning through mindfulness training, digital skills development, and promoting social connections, interest, and cognitive absorption. This research
elucidates the intersection of psychological dispositions, technological competencies, and embeddedness in digital learning and charts future inquiry directions.
A Meta-Analysis Of Approaches To Engage Social Work Students OnlineSarah Morrow
This document summarizes a meta-analysis that explored best practices for engaging social work students in online and hybrid courses. The meta-analysis found that using both asynchronous and synchronous methods is most effective for engagement. Specific approaches found to engage students include using webinars, video feeds, discussion boards, wikis, blogs, gaming, and group projects. Webinars were found to be an especially effective synchronous tool for engagement as they allow for interaction, feedback and participation. The meta-analysis concluded that online educators need to understand and integrate both asynchronous and synchronous methods and be creative in their approaches to effectively engage students in distance learning formats.
The goal of the study was to explore the scope of parental participation in junior high school education, particularly in the asynchronous modality. Specifically, parents’ perspectives, challenges, and contributions to children’s education were probed. Using social constructivism as a worldview, the study employed a qualitative phenomenological research design. Research participants comprised ten parents of junior high school students who were purposely selected based on the inclusion criteria as well as the appropriate ethical protocols of consent, anonymity, and confidentiality. Key informant interviews were conducted in the first quarter of 2022 in Barangay Colorado, Digos City. Three themes that describe the parents’ perceptions of the new normal education system were identified through thematic analysis of the qualitative data, including; saddening due to difficulty, requiring a positive attitude, and necessitating a positive change in attitude and mentality. The challenges faced by parents can be thematically described as; becoming passive, disinterest in studies, and constraints and limitations. Lastly, for the contributions given by the parents to their children’s studies under asynchronous distance learning, the themes are; reinforcing extrinsic and intrinsic motivation, giving support, and constructing a support system. It is hoped that these findings may be relevant for DepEd’s implementation of the self-learning modules.| Publisher: International Journal of Research and Innovation in Social Science (IJRISS)
The social media use and the study habits of millennialsAJHSSR Journal
ABSTRACT: Social media use and social networking poured internationally in the present that no academic institutions could stop its impact on education. Researches were conducted on the impact of these technologies and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage, mean and standard deviation was done using an adapted survey questionnaire which was tested for face and content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority (34%) received less parental support. In terms of the students‘ level of study habit, it was rated average ( x = 3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits of the students in this study. Even if most of them utilized whatever available technology they have such as their mobile phones and they spend most of their time on internet cafés, it was recommended that parental involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these partners still play a significant role in achieving success both in instruction and education.
The social media use and the study habits of millennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
The Social Media Use and the Study Habits of MillennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
(34%) received less parental support. In terms of the students‘ level of study habit, it was rated average (
x =
3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits
of the students in this study. Even if most of them utilized whatever available technology they have such as their
mobile phones and they spend most of their time on internet cafés, it was recommended that parental
involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these
partners still play a significant role in achieving success both in instruction and education
The Social Media Use and the Study Habits of MillennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
(34%) received less parental support. In terms of the students‘ level of study habit, it was rated average ( x =
3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits
of the students in this study. Even if most of them utilized whatever available technology they have such as their
mobile phones and they spend most of their time on internet cafés, it was recommended that parental
involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these
partners still play a significant role in achieving success both in instruction and education.
Academic Dishonesty In The Philippines The Case Of 21St Century Learners And...Monica Franklin
This document explores academic dishonesty in the Philippines among 21st century learners and teachers. It finds that academic dishonesty is most prevalent among senior high school and college students. Key players enabling this dishonesty include teachers, unemployed graduates, and some students who pay others to complete their work but also provide services to other students. Most academic assistance providers are teachers who earn an average weekly income of PHP 1,500-20,000 by charging students PHP 500 per assignment. The study reveals issues with the quality of education and ethics of recent graduates in the Philippines.
The fast development of information, communication
and technologies (ICT) has initiated an unparalleled
transformation in universities all over the world. This
development of technology and learning is offering new
techniques to represent knowledge, new practices, and new global
communities of students. E -learning is now increasing as the
advance model for teaching and learning process in higher
education. However, the integration of e-learning system in
higher education is not an easy task because of some challenges.
The aim of this paper is to analyses the impacts of demographic
factors of students on their attitudes towards e-learning. Student
attitudes and beliefs towards e-learning are regarded as success
determinants of future e-learning initiatives. An analysis of
relationships between student attitudes towards e-learning and
their demographic characteristics: gender, study year, study
program and e-learning knowledge is also included. The study
was conducted for measuring the attitude of university students
towards e -learning in University of Tetovo by taking 223
students from different study program and different study year.
In this paper was used questionnaire to collect data from a
sample of undergraduate students. Statistical techniques are used
for the analyses of data. The result revealed that students’ have
high attitude towards e-learning and their attitude scores did not
differ significantly according to gender, but on the other hand
results indicate there was difference according to study year,
study program and e-learning knowledge of students . The
reported findings might be of interest to academics,
administrators, and decision-makers involved in planning,
developing and implementation of future e-learning strategies in
Macedonia and similar developing countries. The obtained data,
from such study, can provide information about what academic
institutions can do before implementing e-learning to reduce and
overcome the challenges in implementing e-learning in
universities.
Influence of social networking sites on lifestyles, acculturation and self es...Alexander Decker
This document discusses how social networking sites influence the lifestyles, acculturation, and self-esteem of university students in Ondo State, Nigeria. It finds that social networking has deeply impacted student life by affecting their lifestyles and how they socialize and adapt to the university culture. Both positive and negative effects were found. The document recommends that students use social networking as an educational tool to help them achieve university goals and develop new skills, while also maintaining their integrity and commitment to the university.
A Quasi-Experimental Analysis Of The Adult Learning Effect On Problem-Solving...Martha Brown
This study uses data from the Programme for the International Assessment of Adult Competencies (PIAAC) to conduct a quasi-experimental analysis of the effect of adult learning on problem-solving skills in OECD countries. The study finds that young adults ages 25-34 who participate in nonformal learning activities outperform non-participants on PIAAC problem-solving assessments. However, participation in adult learning is influenced by societal factors like educational systems and social policies, as well as individual factors like social origin and occupational environment. National institutions also impact the relationship between adult learning and skill acquisition. The findings suggest policies are needed to address cumulative disadvantages over the educational lifecourse and reduce skill gaps among disadvantaged young adults.
1) The study examined risk factors for internet addiction among 326 African American university students, including depression, resilience, gender, age, and more.
2) It found depression and being a freshman were significant predictors of internet addiction. Higher levels of depression were positively associated with internet addiction, while higher resilience was negatively associated.
3) The study aimed to determine if resilience mediated the link between depression and internet addiction. Understanding this could help design interventions to reduce internet addiction by improving resilience for African American college students.
The document discusses how to apply the assumptions of adult learning theory known as andragogy to online learning. It summarizes the six assumptions of Knowles' andragogical model - the learner's need to know, self-concept of the learner, prior experience of the learner, readiness to learn, orientation to learning, and motivation to learn. It then provides recommendations and guidelines for incorporating each of these assumptions into the instructional design, content delivery, and facilitation of online courses to better engage adult learners and improve online learning outcomes.
This document discusses 5 potential research topics related to the impact of social media influencers, effects of distance learning on academic performance, difficulties faced by online sellers, computer literacy levels of students, and negative effects of sleep deprivation on academic performance. It also discusses 2 specific proposed research titles about online selling and the effects of sleep deprivation. The document then discusses a study that compared online and face-to-face graduate courses and found slightly more positive student perceptions of instructors and quality for face-to-face courses, but no difference in learning outcomes between formats. It concludes with some background on the increasing prevalence of chronic conditions and their impact on quality of life and healthcare costs.
Comparison of Commuter and Boarder Students taking Information and Communicat...CatleenMadayag
Life at college is voluntary and expensive. They need to balance their responsibilities with their
own time and set priorities and decide whether to take part in co-curricular activities. Sayyed [1] said that
student academic success is challenging because student performance is derived from psychological, socioeconomic, and environmental variables. The primary objective of this research study is to compare the
academic performance of commuter and boarder students who take Information and Communication
Technology Courses namely the Bachelor of Science in Information Technology, Bachelor of Science in
Computer Science and Bachelor of Science in Information System. The respondents of the study are the
students enrolled in College of Computing Studies, Information and Communication Technology. 50% are
boarder students and 50% are commuter students. The researcher floated a questionnaire to the
respondents to obtain the desired output. Likert scale was the analysis tool used in this study to analyze
and evaluate the response of the respondents. Based on the result of the evaluation of the study, commuter
students are more conscious of their grades than boarder students; commuters are more active in
participating in class discussion, organization, leading a group, and other than the boarder students. The
commuter got better academic and non-academic performance than the boarder students yet boarder
students got less possibility in encountering risk in their daily routine.
Similar to Online Versus Face-to-Face Learning: Students’ Preferences During Crisis Times (20)
CHINA’S GEO-ECONOMIC OUTREACH IN CENTRAL ASIAN COUNTRIES AND FUTURE PROSPECTjpsjournal1
The rivalry between prominent international actors for dominance over Central Asia's hydrocarbon
reserves and the ancient silk trade route, along with China's diplomatic endeavours in the area, has been
referred to as the "New Great Game." This research centres on the power struggle, considering
geopolitical, geostrategic, and geoeconomic variables. Topics including trade, political hegemony, oil
politics, and conventional and nontraditional security are all explored and explained by the researcher.
Using Mackinder's Heartland, Spykman Rimland, and Hegemonic Stability theories, examines China's role
in Central Asia. This study adheres to the empirical epistemological method and has taken care of
objectivity. This study analyze primary and secondary research documents critically to elaborate role of
china’s geo economic outreach in central Asian countries and its future prospect. China is thriving in trade,
pipeline politics, and winning states, according to this study, thanks to important instruments like the
Shanghai Cooperation Organisation and the Belt and Road Economic Initiative. According to this study,
China is seeing significant success in commerce, pipeline politics, and gaining influence on other
governments. This success may be attributed to the effective utilisation of key tools such as the Shanghai
Cooperation Organisation and the Belt and Road Economic Initiative.
TIME DIVISION MULTIPLEXING TECHNIQUE FOR COMMUNICATION SYSTEMHODECEDSIET
Time Division Multiplexing (TDM) is a method of transmitting multiple signals over a single communication channel by dividing the signal into many segments, each having a very short duration of time. These time slots are then allocated to different data streams, allowing multiple signals to share the same transmission medium efficiently. TDM is widely used in telecommunications and data communication systems.
### How TDM Works
1. **Time Slots Allocation**: The core principle of TDM is to assign distinct time slots to each signal. During each time slot, the respective signal is transmitted, and then the process repeats cyclically. For example, if there are four signals to be transmitted, the TDM cycle will divide time into four slots, each assigned to one signal.
2. **Synchronization**: Synchronization is crucial in TDM systems to ensure that the signals are correctly aligned with their respective time slots. Both the transmitter and receiver must be synchronized to avoid any overlap or loss of data. This synchronization is typically maintained by a clock signal that ensures time slots are accurately aligned.
3. **Frame Structure**: TDM data is organized into frames, where each frame consists of a set of time slots. Each frame is repeated at regular intervals, ensuring continuous transmission of data streams. The frame structure helps in managing the data streams and maintaining the synchronization between the transmitter and receiver.
4. **Multiplexer and Demultiplexer**: At the transmitting end, a multiplexer combines multiple input signals into a single composite signal by assigning each signal to a specific time slot. At the receiving end, a demultiplexer separates the composite signal back into individual signals based on their respective time slots.
### Types of TDM
1. **Synchronous TDM**: In synchronous TDM, time slots are pre-assigned to each signal, regardless of whether the signal has data to transmit or not. This can lead to inefficiencies if some time slots remain empty due to the absence of data.
2. **Asynchronous TDM (or Statistical TDM)**: Asynchronous TDM addresses the inefficiencies of synchronous TDM by allocating time slots dynamically based on the presence of data. Time slots are assigned only when there is data to transmit, which optimizes the use of the communication channel.
### Applications of TDM
- **Telecommunications**: TDM is extensively used in telecommunication systems, such as in T1 and E1 lines, where multiple telephone calls are transmitted over a single line by assigning each call to a specific time slot.
- **Digital Audio and Video Broadcasting**: TDM is used in broadcasting systems to transmit multiple audio or video streams over a single channel, ensuring efficient use of bandwidth.
- **Computer Networks**: TDM is used in network protocols and systems to manage the transmission of data from multiple sources over a single network medium.
### Advantages of TDM
- **Efficient Use of Bandwidth**: TDM all
International Conference on NLP, Artificial Intelligence, Machine Learning an...gerogepatton
International Conference on NLP, Artificial Intelligence, Machine Learning and Applications (NLAIM 2024) offers a premier global platform for exchanging insights and findings in the theory, methodology, and applications of NLP, Artificial Intelligence, Machine Learning, and their applications. The conference seeks substantial contributions across all key domains of NLP, Artificial Intelligence, Machine Learning, and their practical applications, aiming to foster both theoretical advancements and real-world implementations. With a focus on facilitating collaboration between researchers and practitioners from academia and industry, the conference serves as a nexus for sharing the latest developments in the field.
ACEP Magazine edition 4th launched on 05.06.2024Rahul
This document provides information about the third edition of the magazine "Sthapatya" published by the Association of Civil Engineers (Practicing) Aurangabad. It includes messages from current and past presidents of ACEP, memories and photos from past ACEP events, information on life time achievement awards given by ACEP, and a technical article on concrete maintenance, repairs and strengthening. The document highlights activities of ACEP and provides a technical educational article for members.
Introduction- e - waste – definition - sources of e-waste– hazardous substances in e-waste - effects of e-waste on environment and human health- need for e-waste management– e-waste handling rules - waste minimization techniques for managing e-waste – recycling of e-waste - disposal treatment methods of e- waste – mechanism of extraction of precious metal from leaching solution-global Scenario of E-waste – E-waste in India- case studies.
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Online Versus Face-to-Face Learning: Students’ Preferences During Crisis Times
1. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.4, December 2023
DOI:10.5121/ijite.2023.12402 19
ONLINE VERSUS FACE-TO-FACE LEARNING:
STUDENTS’ PREFERENCES DURING CRISIS TIMES
Ayelet Ayalon and Noa Aharony
Department of Information Science, Bar-Ilan University Israel
ABSTRACT
In March 2020, the world faced an abrupt global health crisis as the pandemic rapidly spread, leading to
widespread school closures. Our research explored students' online learning preferences during this crisis,
considering a range of variables including age, gender, and personal characteristics. We used a
quantitative approach to gather data through six online questionnaires covering demographic details,
personality traits, self-efficacy, attitude toward technology, parental support, and learning preferences.
Findings reveal that students who held a more favorable attitude towards technology, perceived higher
levels of academic achievements and parental support, were inclined to favor online platforms to a greater
extent.
KEYWORDS
Online learning, personality traits, self-efficacy, attitude toward technology, age and gender differences.
1. INTRODUCTION
Previous studies conducted during Covid-19 have investigated various aspects of students'
perceptions of online learning including their personality traits [8], [25], self-efficacy [2], [11],
satisfaction [48], attitude towards online learning [32], and online learning preferences [31].
However, it is worth noting that most studies have primarily focused on higher education
settings. In our study, we recognize the significance of extending this research to junior and high-
school students. By including this specific group, we aim to introduce a new perspective that can
provide valuable insight into the online learning preferences of younger students. Moreover,
existing research has shown varying and sometimes conflicting correlations between gender, age,
and online learning preferences [20], [45], [48]. Hence, our research seeks to contribute to the
knowledge of online learning during the pandemic, exploring how gender and age are related to
online learning preferences during crisis times.
The current study will focus on how students' demographic details, such as gender and age, as
well as personality traits, self-efficacy, attitude toward technology and perceived parental
support, are associated with students' online learning preferences during crisis times.
2. LITERATURE REVIEW
In March 2020, the world was hit by a global health crisis as the pandemic started spreading,
further highlighting the importance and necessity of online learning. Consequently, many
educational systems worldwide moved to online classes. Online learning involves physical
distance between students and instructors [55], and their interaction is mediated by technology
[15]. Amid the transition to online learning and the physical separation it entailed, it is important
2. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.4, December 2023
20
to understand how personality traits can be associated with students' adaptation to the new
learning environment.
2.1. Personality traits
The Big Five Personality Traits model developed by McCrae and Costa [41] is one of the central
models used in research for analyzing behavior. According to this model, people can be
characterized by their position on "scales' that describe each of five key traits. The five traits are:
Extraversion that reflects a person's inclination to exhibit ongoing and talkative behavior, display
friendliness, and engage actively in social interactions. Agreeableness that indicates an
individual's ability to maintain positive social relationships, typically marked by friendliness,
compassion, and cooperative behavior. Openness to experience that pertains to one's inclination
for imagination, curiosity, originality, and open-mindedness. Conscientiousness that is associated
with discipline, responsibility, organization, reliability and orderliness. Neuroticism, that is
characterized by mood swings and the experience of negative emotions [41]. This model has
already used in various studies exploring relationships between personality traits and online
learning satisfaction, preference, and success [1], [30]. In a recent research conducted in the post-
COVID-19 period, it was found a high and significant correlation between extraversion,
conscientiousness, openness to experience, agreeableness, and students' satisfaction level of
online courses. However, in contrast to these positive correlations, a negative correlation has
been observed between neuroticism and online learning satisfaction with online learning [14].
Multiple studies conducted during routine times consistently found that females tended to achieve
higher scores in each of the assessed personality traits compared to males [4], [5], [44]. However,
during the pandemic period specific examinations of higher education students' satisfaction with
online learning showed that females often scored higher in neuroticism and conscientiousness in
comparison to their male counterparts [48], [28]. Additionally, Firat [23] observed that female
students tend to score higher in most personality traits, with exception of agreeableness. Notably,
age is not significantly associated with personality traits and online learning [8], [56].
The current study also considered students’ self-efficacy as a factor that may be associated with
students’ adaptation to the novel digital learning platform.
2.2. Self-Efficacy
Bandura [10] defined self-efficacy as an individual's belief in their ability to behave in ways that
will lead to a desired outcome. The sense of self-efficacy affects human functioning in all areas
of life. Individuals with high self-efficacy see difficult tasks and roles as a challenge and strive to
succeed in them. Conversely, those with low self-efficacy are often deterred and anxious, finding
it difficult to cope with challenging tasks [13]. Bandura's research [9] demonstrated that
individuals with low self-efficacy avoid challenging activities and develop their competences to a
lesser degree than individuals with high self-efficacy.
Self-efficacy was found to be positively related to course satisfaction and performance in online
courses, in routine times [54], as well as during the pandemic [34]. Gender disparities in self-
efficacy have been evident in prior research, with males consistently achieving higher scores
[11], [36]. When focusing on self-efficacy among higher education students amidst the pandemic
(Cadapan et al. (2022) reported that the level of self-efficacy in online learning varies according
to students' age. Specifically, graduate school students aged 21-30 exhibited a high level of self-
efficacy in online learning, while those aged 31-50 displayed a moderate level of self-efficacy.
3. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.4, December 2023
21
In addition to investigating students' self-efficacy, this study also examined how students'
attitudes toward technology may play a role in their adjustment to the new digital learning
platform.
2.3. Attitude toward technology
Attitude toward technology plays a pivotal role in shaping students' responses to the online
learning transition. Attitude can be describes as a psychological tendency manifested through the
evaluation of a particular entity with some degree of preference or aversion (Eagly & Chaiken,
1993). Gal and Ginsburg [24] summarized that in the context of education, attitude is the sum of
all the emotions and feelings experienced during the learning process of the studied subject.
Over the years, there has been a stereotypical view regarding technology use and gender.
However, research conducted by Cai et al. [16] and Blasco [58] indicate that males hold more
favorable attitudes towards technology use than females. Research on age and attitude toward
technology shows inconsistent findings. On one hand, there is no difference between age groups
[16]. On the other hand, some studies have indicated a steady decline in attitude scores as age
increases beyond 25-34 [29].
The outbreak of the pandemic has underscored gender-based differences in attitudes towards
online learning. Üstün & Ataç [52] found that males were more in favor of online learning than
females. They were more inclined to adopt the technological opportunities used in education and
were more ready for online education compared to females. Several studies have explored age-
related distinctions in students' attitudes toward online learning. A recent study by Drašler et al.
[21] found no statistically significant differences in attitudes toward online education among
university students of different age groups. However, according to Long-Yuan [38], age was
found to be significantly correlated with people's attitudes towards technology, with older
individuals exhibiting a more positive attitude. Furthermore, Malkawi et al. [40], revealed a
strong association between students' attitudes towards e-learning and their overall satisfaction
levels with the online learning experience, indicating that satisfaction can play a crucial role in
shaping students' preferences for online learning.
Due to the lockdown imposed during the pandemic, parents were often at home and had the
opportunity to assist their children in navigating the new online learning platform, therefore we
will also delve into the role of parental support in this context.
2.4. Parental support
Parental support is a broad term that includes both academic and emotional support. According to
Choe [18], parental academic support is defined as providing study strategies and learning
resources, while parental emotional support involves providing praise or encouragement and
recognizing and understanding children's feelings.
According to past research, there is a positive and significant correlation between parental
support and involvement and children's academic performance [6], [33]. Ming-Te and Sheikh-
Khali [43] emphasized that parental involvement is a key factor in the academic achievement of
adolescents and, as a result, their learning preferences. Consequently, with adolescents spending
an increased amount of time at home, parental support emerged as a critical factor not only in
their psychological well-being but also in shaping their learning preferences [53].
Studies that examined gender differences in students' parental involvement during routine, found
that males achieved better outcomes when they perceived higher levels of parental support [43].
4. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.4, December 2023
22
Numerous research have been conducted studies focusing on the impact of parental support
during the pandemic, with attention to both age and gender distinctions. Ribeiro et al. [47]
revealed that parental support tends to be more evident when children are younger and less
autonomous, with gender exerting a notable influence, particularly among boys.
2.5. Research hypotheses
Based on the literature, we hypothesize the following hypotheses:
H1 There will be gender differences regarding students' personality traits. Females' average
scores for each of the personality traits would be higher than those of males.
H2 There will be correlations between students’ personal traits and their online learning
preferences. Those with greater extraversion, agreeableness, conscientiousness, openness, and
less neuroticism will display a higher level of online learning preference.
H3 There will be gender and age differences regarding students' self-efficacy. Males would score
higher than females, while junior students would report higher levels of self-efficacy.
H4 There will be a correlation between students' self-efficacy and their online learning
preference. The higher the students' self-efficacy level, the higher their online learning
preference.
H5 There will be gender and age differences in students' attitudes toward online learning. Males
would score higher than females, while high-school students would hold a more positive attitude
toward online learning.
H6 There will be a correlation between students' attitude toward technology and their online
learning preferences. Students with a more positive attitude will display a higher level of online
learning preference.
H7 There will be gender and age differences in students' perceptions of parental support. Male
students and junior students, perceiving higher levels of parental support, will show a greater
preference for online learning.
H8 There will be a correlation between students' perceived parental support and their online
learning preferences. The higher parental support students receive, the higher their online
learning preference.
3. METHOD
This study used a quantitative method. 251 participants answered an online survey that included
six sections relating to the six variables (see Appendix 1).
3.1. Procedure
The study was conducted between February 2021 and May 2021, and obtained informed consent
from the participating students as required by the Israeli Ministry of Education.
Three schools were selected based on their similar socioeconomic status, as determined by the
following indexes:
5. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.4, December 2023
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a. The ranking of municipal authorities conducted by the Central Bureau of Statistics [17].
According to this index, the three schools that participated in the current study were assigned a
cluster 7 grade.
b. Madlan index for schools and education [39]. This index is based on matriculation exam scores
from 2016-2017. The average score of the three participating schools in the current research is
.76.
The research goal was explained to the students via WhatsApp message written by one of the
researchers. The participants expressed their willingness and consent to complete the online
questionnaires, which took about 30 minutes. The questionnaires were anonymous to ensure that
none of the participants could be identified.
3.2. Research Population
More than 300 questionnaires were distributed, and out of them, 251 students successfully
completed all six online questionnaires. Junior students correspond to grades 7-9 while high-
school students correspond to grades 10-12. Table 1 presents the distribution of questionnaires by
school and gender.
Table 1: Distribution of Questionnaires by School and Gender
School A School B School C Total
N % N % N % N %
Males 80 100 41 50 121 48.2
Females 41 50 89 100 130 51.8
Total 80 31.9 82 32.7 89 35.4 251 100
Average age: M=14.62, SD=1.36
3.3. Measures
3.3.1. Research Tools
Researchers used six questionnaires:
1. The participants were asked to provide personal details, such as their gender, age, and
perceived academic achievements. They were then asked to rate their perceived academic
achievements on a scale of 1 to 3, with 1 indicating low achievements, 2 indicating moderate
achievements, and 3 indicating high achievements.
2. Respondents assessed their personality traits using The Big Five Model Questionnaire, a
validated and reliable questionnaire originally developed by McCrae and John [42]. This
questionnaire included 44 statements describing various human behaviors and traits. The
questionnaire was translated into Hebrew by Etzion and Laski [22]. The reliability of the tool was
tested using internal consistency, and found to be:
(a) Extraversion: a subscale composed of eight items, α = 0.68.
(b)Neuroticism: a subscale composed of eight items, α = 0.70.
(c)Agreeableness: a subscale composed of nine items, α = 0.76.
6. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.4, December 2023
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(d)Conscientiousness: a subscale composed of nine items, α = 0.75.
(e)Openness to experience: a subscale composed of 10 items, α = 0.72.
3. A self-efficacy questionnaire (GSE – General Perceived self-efficacy Scale) was used in this
study. The scale was a shortened version developed by Schwarzer and Jerusalem [49], and
translated into Hebrew by Zeidner et al. [57]. It contained ten statements. The reliability of the
questionnaire in this study was 0.86.
4. An attitude towards technology questionnaire was used in the study. This questionnaire was
developed by Knezek [35]. and was adjusted to the current research. The questionnaire consisted
of 11 statements. The statements were modified for the current research to measure students'
attitude towards online learning. The reliability of the questionnaire in this study was 0.85.
5. Online learning preference questionnaire that consists of 10 statements. The questionnaire was
developed by Knezek [35], and was modified for the current research by measuring students'
online learning (Online learning) preferences. The reliability of the questionnaire in this research
was high, with a Cronbach’s alpha value of 0.94.
6. The parental support questionnaire was developed in Hebrew by Seginer [50], and consists of
19 statements. The reliability of the questionnaire in this study was 0.90.
4. FINDINGS
This section will present the research findings in three stages: The first will present descriptive
statistics of the research population and differences between male and female as well as junior
(grades 7-9) and high-school (grades 10-12) students with respect to the independent variables.
The second will present correlations between the research independent variables and the
dependent variable – students' online learning preference. Finally, the third stage will present a
hierarchical regression analysis that examines the contribution of all independent variables to the
explained variance of Online learning preference.
4.1. Differences between male and female students and junior and high-school
students.
Our hypotheses sought to examine the differences in personal characteristics (personality traits,
self-efficacy, attitude towards technology, and parental support) among students based on their
gender and age. To investigate this, the researchers conducted a multivariate analysis of variance
(MANOVA) and a 2X2 ANOVA analysis (gender X age).
4.1.1. Personality traits
In order to examine the differences between males and females regarding personality traits (H1),
a MANOVA was conducted. It was found that there was a significant difference between males
and females regarding neuroticism and conscientiousness F(5,243)=9.38, P<.001, Eta²=.16.
Female students were more neurotic than males, and males were more conscientious than
females. However, there was not a significant difference in age F(5,243)=.24, P>.05. In addition,
there was no statistically significant interaction of gender X age F(5,243)=.45, P>.05. Table 2
presents means and standard deviations for personality traits according to gender.
Table 2: Means and SD for personality traits according to gender
7. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.4, December 2023
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Gender
Males Females
M SD M SD F(1,247) Eta²
Extraversion 3.28 .59 3.34 .62 65
. 00
.
Neuroticism 2.64 .53 3.09 64
. ***
32.10 11
.
Agreeableness 3.73 .63 3.78 .58 .83 00
.
Conscientiousness 3.57 .59 3.37 63
. *
5.40 02
.
Openness 3.51 .59 3.44 .58 .67 00
.
*p < .05 **p < .01 ***p < .001
4.1.2. Self-efficacy and Attitude towards Technology
The MANOVA presents a significant difference regarding self-efficacy (H3) and attitude towards
technology (H5) F(2,245)=15.81, P <.001, Eta²=.11, indicating that male students perceived their
self-efficacy as higher and hold a more positive attitude towards technology in education than
female students. However, there was no statistically significant age difference F(2,245)=.46,
P>.05. In order to examine differences between males and females in regards to their self-
efficacy and attitude towards technology, a MANOVA test was conducted, and a significant
difference was found F(2,245)=15.81, P <.001, Eta²=.11. However, there was no significant
major effect of age F(2,245)=.46, P>.05 and no statistically significant interaction of gender X
age F(2,245)=1.2, P>.05. Table 3 presents mean and standard deviations for self-efficacy and
attitude towards technology according to gender.
Table 3: Means and SD for SE and Attitude towards technology according to gender
Gender
Males Females
M SD M SD F(1,247) Eta²
Self-efficacy 3.05 .56 2.89 53
. *
5.43 02
.
Attitude towards technology 3.63 .73 3.10 64
. ***
30.17 11
.
*p < .05 **p < .01 ***p < .001
4.1.3. Achievements and Online Learning Preference
In the demographic questionnaire, students were asked to rate their achievements during the
pandemic in 2020. The findings revealed a significant difference between males and females,
F(1,247)=7.14, P<.001, Eta²=.03. Male students perceived their achievements as higher than
female students. However, no significant difference was found between junior and high-school
students, F(1,247)=2.46, P>.05. Table 4 presents means and standard deviations for students'
perceived achievements and their Online learning preference.
Table 4: Means and SD for Online learning preference and Achievements according to gender
Gender
8. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.4, December 2023
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Males Females
M SD M SD F(1,247) Eta²
Achievements 2.27 .66 2.07 64
. **
7.14 03
.
Online learning
Preference
2.54 1.05 2.32 1.01 2.64 01
.
*p < .05 **p < .01 ***p < .001
4.1.4 Online Learning Preference
In the analysis variance regarding online learning preference, findings present a significant
interaction of gender X age, F(1,246)=5.97, P<.05, Eta²=.03. Male students in junior school
showed a greater preference for the Online learning digital platform compared to males in high-
school. However, no significant difference in age difference was found, F(1,246)=.75, P>.05. On
the other hand, females in high-school displayed a greater preference for the online learning
platform than females in junior school, as shown by a significant age difference, F(1,246)=5.94,
P<.05, Eta²=.03.
Figure 1. presents differences between junior and high-school students in online learning
preference among males and females.
Figure 1: Differences between junior and high-school students in Online learning preference among males
and females
4.1.4. Parental Support
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To examine differences between males and females and junior and high-school students
regarding parental support (H7), a MANOVA 2X2 (gender X age) was conducted. No significant
difference was found between males and females, F(2,245)=.23, P>.05, nor between junior and
high-school students, F(2,245)=1.01, P>.05. Additionally, no significant interaction of gender X
age, F(2,245)=.98, P>.05, was found.
4.2. Correlations between the Research Variables
We assume correlations between the research variables – parental support, personality traits, self-
efficacy, attitude towards technology, achievements, and the dependent variable – online learning
preference. In order to examine these correlations Pearson's coefficients were calculated as
presented in Table 5.
Table 5: Correlations between the Research Variables
1 2 3 4 5 6 7 8 9 10
1. Parental Support
2. Extraversion ***
26
.
3. Neuroticism ***
24
.
-
***
26
.
-
4. Agreeableness ***
34
.
***
24
.
**
26
.
-
5. Conscientiousness ***
41
.
***
27
.
**
42
.
-
***
32
.
6. Openness ***
26
.
.18*
*
10
.
- ***
36
.
***
34
.
7. Self-efficacy ***
42
.
***
37
.
***
40
.
-
***
24
.
***
54
.
***
41
.
8. Attitude towards
technology
***
31
.
07
.
- 05
.
- .06 ***
22
.
**
19
.
***
24
.
9. Achievements ***
33
.
.11 *
19
.
-
.08 ***
37
.
09
. ***
24
.
**
21
.
10. Online learning
preference
**
17
. 03
. 02
.
- 11
.
- *
13
. 05
.
- 04
. ***
1
4
.
***
3
3
.
*p < .05, **p < .01, ***p < .001
H2 examined the correlation between students’ personality traits and their online learning
preferences. The findings indicated no correlations between extraversion, neuroticism,
agreeableness, and openness with online learning preference. However, there was a significant,
positive but weak correlation between conscientiousness and online learning preference. This
suggests that the higher the students' level of conscientiousness, the higher their online learning
preference. Therefore, we reject H2 regarding extraversion, neuroticism, agreeableness, and
openness, and accept H2 in regards to conscientiousness.
10. International Journal on Integrating Technology in Education (IJITE) Vol.12, No.4, December 2023
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H4 assumed a correlation between students’ self-efficacy and online learning preference.
According to Table 5, no correlation was found and thus we reject H4.
H6 was accepted, showing that students who reported high attitudes towards technology preferred
the online learning platform.
H8 assumed a correlation between students' parental support and online learning preference.
Table 5 presents a significant and positive correlation between students' parental support and
online learning preference. Therefore, the higher the students received parental support, the
higher their online learning preference, and as a result, H8 was accepted.
Additionally, we examined correlations between students’ perceived achievements and their
online learning preferences. Findings suggest a significant, positive correlation between students'
perceived achievements and their online learning preferences. The higher the students'
achievements, the higher their online learning preference.
4.3. Hierarchical Regression Coefficients for Explaining the Variance of Online Learning
Preference
The researchers conducted a hierarchical regression analysis to determine the cumulative
percentage of explained variance of the dependent variable, students' online learning preference.
The explanatory variables were introduced into the analysis in five steps, as presented in Table 6.
In the first step, gender and age were introduced, but they did not contribute significantly to the
explained variance of online learning preference.
In the second step, the parental support variable was entered and significantly contributed by
adding 4% to the explained variance of online learning preference. The β coefficient of parental
support was significant and positive (β=.17, p<.01), indicating that higher parental support was
associated with higher students' online learning preference.
In the third step, the Big Five personality traits were entered and significantly contributed by
adding 5% to the explained variance of online learning preference. Among the five traits, a
significant contribution was found only for agreeableness and conscientiousness. The β
coefficient of agreeableness was significant and negative (β=-.18, p<.01), indicating that higher
agreeableness was associated with lower online learning preference. However, the β coefficient
of conscientiousness was significant and positive (β=.15, p<.05), indicating that higher
conscientiousness was associated with higher students' online learning preference.
In the fourth step, the self-efficacy and attitude towards technology variables were entered, which
added 14% to the explained variance of online learning preference. Of these two variables, only
attitude towards technology significantly contributed to the explained variance of online learning
preference. The β coefficient of attitude towards technology was positive and significant (β=.45,
p<.01), indicating that students with a higher attitude towards technology also had a higher
preference for online learning.
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In the final step, students' perceptions of their achievements were examined and contributed an
additional 5% to the explained variance of online learning preference. The β coefficient of
perceived achievements was positive and significant (β=.03, p<.001).
Overall, the regression analysis revealed that 29% of the variance concerning students' online
learning preferences could be explained by the predicting factors.
Table 6. Hierarchical Regression Coefficients for Explaining the Variance of Online learning Preference
Step Variable B β R² R²
1 Gender
Age
26
.
-
.14
12
.
-
.07
01
. 01
.
2 Parental support 22
. **
17
. **
05
. **
04
.
3 Extraversion
Neuroticism
Agreeableness
Conscientiousness
Openness
.03
.12
-.30
.24
-.17
02
.
.08
-.18**
.15*
-.09
**
*
10
. **
05
.
4 Self-efficacy
Attitude towards
technology
26
.
-
.63
14
.
-
.45**
***
24
. **
14
.
5 Achievements 39
. .03 *
** ***
29
. ***
05
.
*p < .05 **p < .01 ***p < .001
5. DISCUSSION
This study aimed to discover the factors associated with students' preferences regarding online
learning via Zoom versus face-to-face learning during the pandemic crisis, especially in regard to
their demographic details (gender and age).
Four hypotheses (H1, H3, H5, H7) proposed differences between male and female students
concerning their personality traits, self-efficacy, attitude towards technology, online learning
preference, and parental support.
H1 assumed that female students' average scores across various personality traits would surpass
those of male students. Our findings indicate that female students scored higher in neuroticism,
while males scored higher in conscientiousness. These findings are consistent with those of
McClean-Trotman et al., [48], who examined high-school students' online learning satisfaction
during the pandemic highlighting that females consistently scored higher in neuroticism when
compared to their male peers. An explanation for these results may be found in the unique
circumstances caused by the pandemic crisis and its differing impact on male and female
students. While male students demonstrated greater conscientiousness, indicating a stronger focus
on the learning process, female students scored higher in neuroticism, which is characterized by a
tendency to experience anxiety, tension, depression, emotionality, anger, and lack of confidence
[26].
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In Hypotheses H3 and H5, we posited that males would exhibit higher levels of self-efficacy and
a more favorable attitude towards technology, respectively, compared to females. Our findings
align with previous studies suggesting that, regardless of whether it is during regular times or
times of crises, males tend to report higher self-efficacy levels compared to females [11].
Similarly, previous studies have found that males generally hold more positive attitudes toward
technology than females do [16]. Our results confirm that these gender-related differences in self-
efficacy and attitudes toward technology persist and that these differences are not limited to
specific circumstances but are consistent across both regular and crisis periods.
We hypothesized (H7) that male students would report higher levels of perceived parental
support compared to female students. However, our findings yielded no significant difference
between males and females in terms of perceived parental support. This result is consistent with
Raza et al. [46], who suggested that parental support can mitigate the negative impact of
technostress, and when parents provide support, the negative effects of technostress are less
harmful to all students, regardless of gender. During the pandemic, the sudden transition to online
learning and increased reliance on technology introduced new challenges and stressors for
students. Yet, the presence of strong parental support can act as a protective factor, buffering the
negative effects of technostress. This finding suggests that the level of perceived parental support
was not related to gender and highlights the importance of parental involvement and support in
mitigating the potential negative consequences of technostress during times of crisis like the
pandemic.
In addition, findings present an interaction between gender and age. Male students in junior high-
school demonstrated a stronger preference for the digital platform compared to male students in
high-school. Conversely, female students in high-school showed a greater preference for the
digital platform compared to female students in junior high-school. One possible explanation for
this interaction is that high-school students face the challenge of taking matriculation exams,
which junior high-school students do not. Consequently, male high-school students may struggle
to learn effectively via online learning while preparing for these exams, while female high-school
students may be more accustomed to online learning and better equipped to manage matriculation
exam preparation online. Moreover, the pandemic crisis likely exacerbated these dynamics by
necessitating the widespread adoption of online learning. The challenges posed by matriculation
exams, combined with the sudden shift to online education, may have influenced the differing
preferences observed between male and female students in junior school and high-school. This
interesting finding echoes Choi-Meng et al. [19] who emphasized the influence of gender on the
willingness to adopt digital learning platforms and satisfaction with online courses.
While hypotheses H3, H5, and H7 assumed differences in self-efficacy, attitude toward
technology, and parental support between junior and high-school students, our study results
indicate that there were no significant differences between students' age and these variables. An
explanation may be found in the fact that previous studies primarily focused on university
students [12], [27], whereas our study, specifically targeted junior and high-school students. This
distinction in the study population suggests that age-related differences may become more
apparent as students progress through various stages of their academic journey rather than during
the initial phases of their learning.
Furthermore, the sudden transition to online learning brought about by the pandemic might have
mitigated potential age-related differences. The challenges posed by remote learning and the
reliance on technology affected students of all ages, regardless of whether they were in junior or
high-school. This common experience and the need to adapt to online learning might have
overshadowed potential age-related variations in self-efficacy, attitude toward technology, and
parental support.
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In addition to gender and age differences, the current research examined correlations between
students' personality traits, self-efficacy, attitude toward technology, parental support and their
online learning preferences.
H2 assumed correlations between students' personality traits and their online learning
preferences. It is interesting to note that our study did not find significant correlations between
personality traits and online learning preferences. This finding differs from previous research,
which suggests that personality traits, such as extraversion and neuroticism, play a significant
role in students' online learning preferences [8]. We assume that the sudden shift to online
learning as a result of school closures may have created a unique learning environment where
students' online learning preferences were shaped more by external factors, such as social
distance, rather than their individual personality traits. The disruption caused by the pandemic
and the urgent need for remote learning may have overshadowed the typical influence of
personality traits on learning preferences.
In contrast to previous studies [3], [7], which underscored the crucial role of self-efficacy in the
successful adoption and acceptance of online learning during the pandemic, we found no
correlation between students’ self-efficacy and online learning preference (H4). However, we
found a significant positive and strong correlation between attitude toward technology and online
learning preference (H6). This finding is supported by Malkawi et al. [40], suggesting that
students tend to have a more positive online experience, attitude, and satisfaction if they were
familiar with online practices before the pandemic. We hypothesized that the abrupt shift to
online learning at the beginning of the pandemic may have initially raised concerns about the new
technology. However, students who had prior experience with online practices displayed a more
favorable attitude toward technology, which in turn, led to a preference for online learning. The
current study reveals a significant contribution of attitude towards technology to their online
learning preference, accounting for 14% of the explained variance of online learning preference.
Furthermore, the significant correlation between online learning preference and parental support
(H8) is not surprising considering the unique circumstances presented by the pandemic. This
result is in line with Lawrence and Fakuade’s [37] study, which also investigated the impact of
parental support on adolescents' online learning commitment and satisfaction during school
suspension, revealing that students with parental support had a greater level of commitment and
satisfaction than those without.
Learning outcomes are the most popular measure for evaluating learning effectiveness. Similar to
Soffer and Nachmias [51], our findings indicate that students who perceived their achievements
as high also preferred online learning. Therefore, it can be concluded that online learning has the
potential to be an effective method of instruction for students who are capable of meeting their
learning objectives through this mode.
In the realm of online instruction, it becomes imperative to empower students by helping them
recognize their prior abilities and knowledge and building their confidence in their capabilities.
Hence, educators in online learning settings should prioritize creating a personalized online
environment, tailor learning materials accordingly, and offer support and encouragement.
Furthermore, offering options, delivering constructive feedback, and enhancing students' online
experience within an educational context can also prove advantageous.
6. CONCLUSION AND IMPLICATIONS
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Our research explored students' online learning preferences during this crisis, considering a range
of variables including age, gender, and personal characteristics. Within our findings, gender
emerged as the primary factor regarding personality traits, self-efficacy, attitude toward
technology, and perceived achievements. Importantly, age did not yield any significant
differences regarding these variables. Consequently, when educators design online learning
curricula, it is recommended to consider gender differences, especially in times of crisis.
Furthermore, both gender and age failed to contribute significantly to the explained variance of
students' online learning preferences. Instead, it was students' positive attitude toward technology
that played a pivotal role. To enhance online learning preferences, a tailored approach to address
students' individual learning needs is crucial. To optimize students' online learning preferences,
educators should prioritize cultivating positive attitudes toward technology, which can
significantly impact students' learning experiences and outcomes.
7. LIMITATIONS AND RECOMMENDATIONS
The findings of this study should be considered in light of several limitations. The study was
conducted only in Israel, and therefore, the generalizability of the findings to other countries may
be limited. Secondly, this study was conducted during a real-time crisis, in 2020-2021, and the
results may not be generalizable to online learning outside of crisis situations.
The current research was performed during an exceptional period that cannot be replicated.
However, it would be valuable to investigate the impact of different modes of instruction (online,
hybrid, or face-to-face) on learners' academic achievements and preferences in a post-pandemic
world. Such research may help to inform the development of effective teaching strategies and
policies to meet the diverse needs of students in different learning environments. We believe that
this study offers valuable insights into the factors that are linked with online learning.
Consequently, our findings illuminate the importance of considering personal differences when
designing personalized online learning experiences, thereby enabling more effective and tailored
educational approaches. By recognizing the diverse needs and preferences of students, educators
can proactively address challenges and provide targeted support, ultimately enhancing the quality
of online education in times of crisis and beyond.
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AUTHORS
Ayelet Ayalon received her PhD in 2023 from the department of Information Science at Bar-Ilan
University (Israel). Her research interests are information literacy, digital literacy, artificial intelligence
literacy and digital well-being literacy.
Noa Aharony received her PhD in 2003 from the School of Education at Bar-Ilan University (Israel). She
was the head of the Information Science Department at Bar-Ilan University (Israel) for five years. Her
research interests are in education for library and information science, information literacy, technological
innovations and the LIS community, and Web 2.0. Prof. Aharony is a member of the editorial boards of
Journal of Librarianship and Information Science, and Online Information Review. Prof. Aharony has
published in refereed LIS and education journals.