Volume 2, Issue 1, 2022
M-learning: A Nexus for Adult Learners’ Motivation and Readiness to Learn in Federal Universities at Southwest, Nigeria
Journal of Digital Educational Technology, 2022, 2(1), ep2201, https://doi.org/10.21601/jdet/11361
ABSTRACT: The aim of this study was to examine the perspective of adult learners on the relationship that exist between motivation to learn, readiness to learn and the use of m-learning for teaching and learning activities. In order to accomplish this, descriptive research survey design was adopted by this study. The population of the study comprised of adult students at the distance learning programmes of Federal Universities in Southwest, Nigeria. The sample for the study comprised of one hundred and twenty adult learners that were selected using multistage sampling techniques. A questionnaire was designed for data collection and validated through face and content validity while the reliability was done through Cronbach Alpha with coefficient 0.89. Collated data were analyzed through simple percentage and Pearson product moment correlation. The findings revealed that adult learners use mobile devices and there are significant relationships between motivation to learn, readiness to learn and the use of m-learning. It was recommended that m-learning should be formally introduced into adult education programme in Nigeria.
Psychometric Properties of Remote Teaching Efficacy Scale in Employed Filipino Teachers during COVID-19 Crisis
Journal of Digital Educational Technology, 2022, 2(1), ep2202, https://doi.org/10.21601/jdet/11435
ABSTRACT: This paper describes the level of remote teaching efficacy of teachers amid the COVID-19 crisis and assesses the psychometric properties of the proposed Remote Teaching Efficacy (RTE) Scale. A 10-item scale originally used in the context of online teaching was modified to suit the context of the current massive migration to emergency remote teaching. A sample of 1,061 K to 12 employed Filipino teachers were surveyed. The items of the scale were subjected to tests of internal consistency and factor analysis. The result showed that, despite the global crisis affecting the educational system, the teachers have a high level of remote teaching efficacy. On the other hand, RTE Scale demonstrated acceptable indices of corrected item-total correlations between .73 and .82. A high overall Cronbach’s alpha at .95 was also sought, supported by excellent factor loadings between .79 and .84. Thus, this paper concludes that RTE Scale is a reliable and valid scale that can be used to measure the remote teaching efficacy of teachers.
Journal of Digital Educational Technology, 2022, 2(1), ep2203, https://doi.org/10.21601/jdet/11584
ABSTRACT: The proliferation of smartphones and web technology 2.0 raises the possibilities for supporting mobile learning during the COVID-19 outbreak. This quantitative research attempted to justify the use of mobile learning as a potential tool to fill the gap of restricted learning in higher education during this COVID-19 crisis. Respondents were chosen through multi-stage random sampling. A total of 116 teachers and 291 students from a state university in the Philippines answered the online survey. As results indicated, mobile internet access through smartphones was the primary educational gadget used by the students nowadays. They were familiar with mobile learning however they had little experience in the utilization of it before the pandemic crisis. Most of the teachers and students viewed mobile learning as an indispensable learning tool and agreed about its significance during this time of restricted learning despite some difficulties in implementation. However, some teachers and the majority of the students resisted using m-learning after the crisis. Such reasons must be addressed by the institution to ensure the effective implementation of m-learning for learning continuity nowadays and for the possible transition into m-learning in the future. It is also crucial to consider the qualitative part of this study to shed more light on the perception of the respondents and the veracity of the results.
Assessing Institutional Support to Online Education at Tertiary Level in Bangladesh Coping with COVID-19 Pandemic: An Empirical Study
Journal of Digital Educational Technology, 2022, 2(1), ep2204, https://doi.org/10.21601/jdet/11735
ABSTRACT: Institutional support and quality education are linked in a significant way. During COVID-19, institutional support is critical to closing the huge academic gap that has emerged as physical academic practices have been moved to a virtual education system using technology. This research aims to assess institutional support for online education in Bangladesh during the COVID-19 pandemic. This analysis focused on the three main elements of the adapted model of institutional support (AMIS) of Bond et al. (2007), and the institutional support model (ISM) of Valverde and Rodriguez (2002), namely financial support (FS), technical support (TS), and mentoring support (MS). The findings of this research are, a few universities in Bangladesh have provided average support for continuing online education, while others have just started taking online classes. Several problems have been discovered, such as the lack of dedicated software for conducting online academic activities, lack of training and grooming, lack of mentoring, poor internet access, lack of smartphones, high internet package rates, and so on. This study concludes with some policy recommendations for a smooth online education system in Bangladesh.