Consequently, the study will delve into the association between parents' digital parenting self-efficacy and their overall digital parenting opinions. A study group of 434 parents, whose children attend primary schools in different Turkish provinces, are the focus of this research. The research utilized the Demographic Information Form, the Digital Parenting Self-Efficacy Scale, and the Digital Parenting Attitude Scale as tools for data collection. Statistical techniques, including frequency, percentage, standard deviation, correlation, regression, multiple regression, and two-way analysis of variance, were employed in the data analysis process. The research findings suggest a moderate connection between digital parenting self-efficacy and attitude; moreover, several variables were found to be crucial in shaping digital parenting self-efficacy.
Varied learning experiences, customized by context, are a product of technology. To explore the comparative impact of multimodal and text-based CMC on learners, this study investigated learner autonomy, engagement, e-satisfaction, and the quality of writing. Forty Iranian EFL students, divided by gender (male and female), selected based on their writing skills, were randomly divided into text-based and multimodal CMC research groups for this specific task. The learner autonomy of participants was explored using Van Nguyen and Habok's questionnaire, which included 40 items rated on a 5-point Likert scale, both prior to and following the intervention. The coding scheme categorized student engagement, encompassing cognitive, emotional, and behavioral dimensions, by examining the transcriptions of student conversations on Moodle and discussion logs from an online writing forum. An examination of the potential of text-based CMC and multimodal CMC in enhancing writing quality involved comparing students' pre- and post-treatment writing samples. The final activity for students involved writing reflective essays to evaluate the efficacy of the learning environments. Content analysis was employed, with open and axial coding procedures, to examine the indicators of student gratification. Students demonstrated greater autonomy in text-based learning, as revealed by the intergroup comparisons conducted on learning outcomes, compared to their performance in multimodal CMC. Chi-square analysis showed that the text-based CMC group demonstrated a more pronounced level of behavioral and cognitive engagement than the multimodal CMC group. https://www.selleckchem.com/products/rmc-6236.html Still, the group using multimodal computer-mediated communication demonstrated more significant emotional and social engagement. One-way ANCOVA results showcased that text-based CMC students consistently displayed greater writing proficiency than students in the multimodal CMC group. Student reflective essays, broken down into open codes, underwent network mapping to gauge learner e-satisfaction in online learning environments. Based on the study, student e-satisfaction factors were categorized into four areas: learner traits (attitude, internet self-efficacy), teacher characteristics (presence, digital proficiency), curriculum aspects (adaptability, quality, interactive support), and internet considerations (connectivity, support system). Despite this, internet dimensions received unfavorable evaluations from both parties. The study's conclusions and suggested directions for future investigations are presented.
Millennials, the first generation deemed digital natives, have now taken up teaching careers. Consequently, a striking diversity of generations confronts us. This survey explored the evolution in the teaching population, centering on the introduction of the first millennial teachers and the modifications this brought to the teaching profession. Data from focus groups and interviews with a total of 147 teachers was gathered through a qualitative study design. The principal results uncovered a generational fracture within the migrant and digital native groups. Variations in the utilization and understanding of ICTs in teaching are evident across diverse teaching generations, mirroring the unprecedented generational diversity within educational institutions. Despite this difference in teaching practices, the variation itself fosters a platform for teachers of different generations to interact and learn from one another. To improve ICT integration, junior teachers turn to their experienced mentors, and veteran teachers contribute the necessary expertise that new hires lack.
International education's global landscape was transformed by COVID-19, necessitating the use of online learning methods as a response. Through the development of the International Student Satisfaction Index Model (ISSM), this study analyzes online international courses in Chinese universities and seeks to identify the factors impacting international students' online learning interaction engagement. Based on the extensive experience with online courses at Chinese universities during the pandemic, the research team, using stratified random sampling, selected 320 international students who were enrolled in online courses. Medicina basada en la evidencia This study's proposed model comprises four antecedent variables, one target variable, and one outcome variable. The application of SPSS260 and AMOS210 to analyze the empirical data yielded quantitative results confirming the nine research hypotheses and the practical relevance of the proposed online course international students' satisfaction index model (ISSM). The study's findings emphasize the strong relationship between international student satisfaction with online learning interactions and the potential for online course reform, leading to higher student retention.
Distance education, a method also known as distance learning, e-learning, or online learning, facilitates teaching and learning through various new media technologies. This system allows for communication, interaction, and the exchange of information and emotions amongst students, teachers, and other learners who are not physically present in a shared location. Educational science has long considered distance education, a practice significantly amplified during the COVID-19 lockdowns, and the accompanying discussion surrounding its strengths and weaknesses is particularly vigorous. Positive aspects include lessened social anxiety and adaptable scheduling, while negative aspects include reduced social interaction and the risk of miscommunication. This study, employing a qualitative method (specifically, a case study and semi-structured interviews), endeavors to scrutinize the views and experiences of faculty regarding distance education and its applications. Purposive sampling, employing the typical case approach, led to the selection of 36 lecturers from 16 distinct Turkish universities that form the participants. The participants' results point to unresolved doubts about online distance learning's effectiveness. While ease of connection and affordability are seen as strengths, concerns regarding self-motivation, social engagement, and a sense of disconnect persist. Even so, no academic envisions online education overtaking the benefits of on-campus learning in the imminent future. Consequently, this research portrays distance education activities via Turkish academics' opinions and provides recommendations for upcoming digital, online, or distance learning activities and features.
Digital competence is a mandatory skill set for today's university teachers, an acknowledgment consistently supported by both academic studies and policy frameworks. Though recent reviews and critical studies have discussed this area, none have undertaken a systematic and explicit exploration of the factors explaining, or explained by, the digital skills of university instructors. Biologie moléculaire Illustrative of these factors are the demographic, professional, and psychological aspects of university teachers, as well as particular digital skills. The present study is undertaking a systematic review of literature indexed in Scopus and Web of Science (WOS) journals until 2021 in order to close this knowledge gap. After examining 53 primary studies, we developed a characterization of the literature and a summary of the reported major results. The analysis produced these conclusions: 1) There's a rising volume of work dedicated to grasping the development of digital abilities, significantly concerning external influences. 2) Spanish and European university instructors, spanning various academic disciplines, form the most investigated demographic. 3) Quantitative research methods tend to be used to explain, though not validate, causal links. 4) Varied associations and conclusions exist in the literature on the digital competencies of university faculty. An exploration of these results' implications will reveal the research gaps available for future study.
To what degree peer feedback strategies can be effectively implemented for complex tasks on a broad scale within higher education remains a subject of considerable uncertainty. This study's objective was to create, execute, and evaluate a large-scale online peer-feedback module for enhancing argumentative essay writing skills among higher education students. In a concerted effort to achieve this, 330 students enrolled in five separate undergraduate and postgraduate courses participated in the online peer feedback module, receiving necessary support. Students tackled argumentative essay writing on a controversial subject within this module, alongside the obligation to offer feedback to two peers on their essays, enabling subsequent improvements to their original pieces. Data collection yielded three sets of information: the original essay (pre-test), peer feedback, and the revised essay (post-test). Following the module's completion, students completed the learning satisfaction questionnaire. Empirical evidence, as presented in the findings, corroborates the effectiveness of the proposed online peer feedback module in boosting the quality of argumentative essays amongst students at both the bachelor's and master's degree levels across all courses.