Search

This paper evaluates the impact of an English and Business Computer Science program in the Democratic Republic of Congo (DRC), the world's second-largest French-speaking country after France. The program addresses the gap between academic training and market needs by combining English language proficiency with essential business and computer science skills. This combination aims to equip students for success in the business and technology sectors, where English is a key language. The paper details the program's implementation, outcomes, and evaluation, using surveys of employers and graduates, along with an analysis of student competencies and employability. The findings underscore the importance of English proficiency, along with business and technological skills, in aligning educational outcomes with job market demands, thereby improving student success.

Learning basic programming concepts in computer science-related fields poses a challenge for students, to the extent that it becomes an academic-social problem, resulting in high failure and dropout rates. Proposed solutions to the problem can be found in the literature, such as the development of new programming languages and environments, the inclusion of virtual and augmented reality, gamification, automatic grading tools, and intelligent tutoring systems, among others. However, most of these solutions do not explicitly describe the application of some learning theory, instead, they focus on new technologies. Cognitive Load Theory (CLT) is an instructional design theory that aligns the design of instructional materials with human cognitive architecture using 17 design guidelines to optimize learning. The goal of this research is to design, develop, and test instructional materials to support the teaching and learning of basic programming, measuring their effectiveness compared to traditional materials, based on the self explanation effect of CLT. To compare the instructional materials, a quasi-experimental design with homogeneous groups was used, involving students from the Autonomous University of Aguascalientes. The results indicate a positive impact of the use of CLT-based instructional materials, either through the application of a single effect or the combination of two effects such as worked example and self-explanation.

Teaching chemistry and biology students about biologics design remains challenging despite its increasing importance in pharmaceutical development. Monoclonal antibodies, commonly called mAbs, are the most popular biologics. They have been developed into drugs to treat various diseases in the past decades. Multiple challenges exist for designing proper formulations to stabilize mAbs, such as preventing aggregation and mitigating viscosity. Molecular modeling and simulations can improve pharmaceutical products by examining the interactions between mAbs and other compounds, such as excipients. To introduce students to biopharmaceuticals, eight students at the Stevens Institute of Technology participated in a semester-long course to learn the challenges of pharmaceutical development and different computational skills to study biologics design. The students started with a limited background in this field. Throughout one semester, they were introduced to various literature and software tools for modeling antibodies and studying their interactions with excipients. This paper aims to develop a course structure to be replicated at other universities and institutions to teach biopharmaceutical development to students.

This study investigates the relationship between attitudinal and non-attitudinal variables that impact digital technology use by EFL students in Vietnam. An adapted questionnaire was administered to 1,005 students from different tertiary courses. The results showed that students have a positive attitude to the use of technology and sometimes apply digital tools in their language learning. Although there is a low correlation between learners' technology attitude and their usage of applications, other variables like age, English proficiency levels, digital competence, and the major being pursued can predict the usage of technology among students.

Information technology is a significant action to promote education informatization. Currently, there are numerous literature studies on information technology education, but existing research lacks a comparative summary of the research status, research hot spots, and research trend of information technology in China and abroad from an overall perspective. Therefore, this paper selected the information technology education literature collected by China National Knowledge Infrastructure (CNKI) and Web of Science Core Collection (WoS) from 2000 to 2021 as the research object and used bibliometrics to analyze the literature characteristics, core forces, research hot spot, and frontier trend of information technology education in China and abroad. The results showed that: (1) The discipline literature of information technology education showed a fluctuating growth trend, in which the growth rate of foreign literature was faster, and the scale of Chinese literature was slightly smaller; Both Chinese and foreign literature involved pedagogy, computer, and other disciplines, with the characteristics of multi-disciplinary integration. (2) The United States was the leading country in this field, followed by China, with the total literature accounting for more than 50%, ranking the leading position in the world; China Audio-Visual Education and Computers & Education were representative journals in China and abroad. (3) Foreign research focused on information technology, education, science, attitude, model, perception, experience, self-efficacy, Internet, etc. China's hotspots included information literacy, computational thinking, curriculum standards, application contexts, teaching models, subject integration, etc. Foreign research focused on both theory and practice, while China focused on the theoretical nature of the subject, but the degree of practice was insufficient. (4) Student participation, technology integration, teaching innovation, Internet +, core literacy, and artificial intelligence (AI) have been popular until now, constituting the discipline frontier in information technology education.

Student satisfaction plays a crucial role in assessing the effectiveness of distance education programmes. This is very important for the instructional design in higher education institutes and for educational decision-making and policy. The main purpose of the present study was to examine some key processes that affect learning in a distance education environment and how these influence student satisfaction. The study was conducted in the Hellenic Open University (HOU) through quantitative research involving students from three postgraduate programmes. The main variables examined were internet self-efficacy, student-student and student-tutor interaction, self-regulated learning skills of students and the satisfaction that they receive from participating in distance-learning courses. The results indicated that relatively high levels of these variables were observed, with the exemption of student-student interaction. The correlation coefficients amongst variables were all positive and statistically significant, but were small to moderate. Regarding the effect of demographic parameters, learner-tutor interaction is influenced by the number of modules completed by students, and satisfaction varies significantly between unemployed students and those who are full-time employees. Finally, a logistic regression model was developed with satisfaction as the dependent variable. Self-regulated learning and student-tutor interaction were identified as the main predictors of student satisfaction.

Computational thinking in physics has many different forms, definitions, and implementations depending on the level of physics or the institution it is presented in. To better integrate computational thinking in introductory physics, we need to understand what physicists find important about computational thinking in introductory physics. We present a qualitative analysis of 26 interviews asking academic (N_a?=18) and industrial (N_i?=8) physicists about the teaching and learning of computational thinking in introductory physics courses. These interviews are part of a long-term project toward developing an assessment protocol for computational thinking in introductory physics. We find that academic and industrial physicists value students' ability to read code and that PYTHON (or VPYTHON) and spreadsheets were the preferred computational language or environment used. Additionally, the interviewees mentioned that identifying the core physics concepts within a program, explaining code to others, and good program hygiene (i.e., commenting and using meaningful variable names) are important skills for introductory students to acquire. We also find that while a handful of interviewees note that the experience and skills gained from computation are quite useful for student's future careers, they also describe multiple limiting factors of teaching computation in introductory physics, such as curricular overhaul, not having "space" for computation, and student rejection. The interviews show that while adding computational thinking to physics students' repertoire is important, the importance really comes from using computational thinking to learn and understand physics better. This informs us that the assessment we develop should only include the basics of computational thinking needed to assess introductory physics knowledge.

Everyday, technology in our life changes quickly. Every development made by humans in the field of technology affects the way of our life, and education is not an exception. We now have a variety of learning methods in addition to conventional, in-person instruction. This research was carried out in the "Computer for Low" (ITEC190) and " computer introductory" (ITEC115) courses of Eastern Mediterranean University in the 2019-2020 Spring semester. In these courses, hybrid learning was applied and students' perceptions of the effectiveness of this method was investigated. The results showed that the students had positive opinions about this method in the classrooms with hybrid learning. Furthermore, students' perceptions on the learning environment can be defined favorably. Learners could only physically join courses for 4 weeks because of the COVID-19 outbreak. The remaining classes has been taken online. Some learners said they experienced loneliness as a result. Moreover, there is a statistically significant difference in the participants' perceptions by gender. However, the findings showed that there was no significant difference in the perceptions of the participants depending on how many hybrid courses they had taken before.

Readiness is important for the success of the e-learning process. The purpose of this study was twofold: to develop a scale to measure K-12 teachers' e-learning readiness, and to examine their readiness to teach online. The participants were 3,295 K-12 teachers working in Izmir, Turkey. First EFA, then CFA-SEM was performed. Additionally, teachers' e-readiness in terms of gender, years of service, school level, and daily device usage time were examined. Teachers are ready for e-learning considering their overall scores. A significant difference was found in favor of males in the "technical competence" factor and in favor of females in the "colleague, content, and pedagogical and ethical competence factors". The readiness of younger teachers is generally higher. On a factor basis, there is only a significant difference in the factors of computer self-efficacy and student readiness according to educational level. As the use of devices increases, technology-related readiness increases. The readiness of teachers plays an important role in determining future strategies, measures, and interventions that need to be taken to advance e-learning.

The aim of this study is to investigate the opinions of students enrolled at the School of Foreign Languages concerning their readiness for online learning. Sequential mixed method design was used in this descriptive study. The researcher administered the Online Learning Readiness Scale (OLRS) and conducted interview to collect data. As for data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the beliefs of prep school students to ascertain their levels of online learning readiness. The results revealed that prep school students had a moderate level of readiness for online learning. They indicated enhanced computer/internet and online communication self-efficacy and motivation, whereas they often failed to direct and control their own online learning. A final suggestion was that researchers and practitioners should seek to understand better why students generally cannot be successful at directing and controlling their own online learning.

In the present study, the researcher has reviewed the existing literature from the previous research on Infrastructure and Application of ICT in Higher Education. The researcher carried out an intensive search on various publications and databases websites and finalized fifteen papers for carrying out the literature review. The literature review reveals that in higher education institutions, ICT Infrastructure is efficient in encouraging the use of web technologies, but inadequate ICT Infrastructure is being seen as the main challenge that hinders the implementation of E-learning. Some libraries don't have adequate hardware and software equipment's and don't have sufficient internet nodes and speed. The ICT Infrastructure in libraries of the colleges has a significant relation with the ICT library services. The usage of ICT in libraries has significantly improved the management of libraries. The financial limitations and unavailability of staff who are proficient in using ICT are considered as the main obstacle in delaying the process of ICT implementation in libraries of the colleges. As far as the ICT usage is concerned, there exists a difference in usage of ICT between the students and university teachers in classrooms. The teachers are also facing challenges and obstacles for the availability of facilities for using ICT in the classrooms. The ICT usage by students found to be low but they are having a positive attitude towards its usage. It was further seen that ICT literacy, financial, and organizational culture were the main obstacles for the use of ICT. The majority of the academic staff members use instructor led approach as compared to student led approach.

Objectives: The purpose of this study was to explore Chilean higher education English as a foreign language (EFL) students' perceptions toward components of their fully online learning experience and their computer self-efficacy during the COVID-19 pandemic and assess how these variables are influenced by age, gender, and language proficiency. Method: Participants of the study were 236 undergraduate students (110 males and 126 females) who took a fully online EFL course in a professional institute in Chile. Likert-scale questionnaires were used to gather data on perceptions toward fully online language learning components (online participation, collaborative group work, instructional materials, and learning strategies and styles) and computer self-efficacy (CSE). Findings: Participants held overall positive views toward fully online language learning components but had negative views toward online participation. Findings revealed significant relationships between computer self-efficacy and perceptions toward fully online language learning components. The perceptions that learners held toward fully online courses seem to be unaffected by gender and proficiency level, although gender did impact CSE. Implications for Theory and Practice: Feeling disconnected from peers and the learning experience in general can lead to negative attitudes toward online learning as well as feelings of isolation. Learners may feel unmotivated, frustrated, and discouraged to continue participating in the course. Teachers can nurture a sense of community in the classroom by facilitating dialogue, providing timely feedback, moderating student discussions, and building social networks around learners. It is also important to promote healthy levels of computer self-efficacy that can positively influence perceptions toward group work and learning strategies. Conclusion: Emergency remote teaching can have a negative impact on online participation. As more educational institutions provide their students with online options for attending classes, teachers should focus on increasing peer collaboration and interaction.

Students gain a lasting impression of a course and of the instructor on the first day of class (Lang, 2019). In asynchronous online or hybrid classes, the equivalent of the first day of class is the Start Here module. This orientation module should contain essential information about class expectations and technology requirements and provide help and accessibility resources. However, it is also the first opportunity for the instructor to establish a community of inquiry (Garrison et al., 2000) through a strong teaching presence, social presence, and cognitive presence. The Start Here module in an online language class is also fertile ground to build anticipation about the language and cultures taught, and to provide a space to discuss potential language anxiety and common misconceptions about language learning.

This paper reports a case of implementing the free web-based interactive literacy software, ABRACADBRA, in early childhood education classes of Mombasa County, Kenya. A comprehensive model of training and support was offered to classroom teachers to help them integrate the software in preschool English Language instruction for three terms in 2019. The recorded changes in teaching suggest improvements in young students' foundational reading ability and computer skills among others. A combination of teacher resilience and school leadership drove successful implementation of ABRACADBRA. Avenues for future research include studying the effects of the software on a range of preschoolers' learning outcomes and examining the training and support model for optimal, sustainable, and scalable effects on instruction.

Although online distance education provides adult learners with an opportunity for lifelong learning, technology-enabled learner support remains a challenge. The COVID-19 pandemic introduced additional complications. The purpose of the current study was to determine which form of technology-enabled academic learner support students would prefer, and to assess their readiness for information and communications technology (ICT), be that under normal conditions or amid the pandemic. The study collected data using an online survey among fourth-level students enrolled in a research proposal module. The respondents indicated that, under normal, healthy conditions, they would prefer webinars to face-to-face learner support. Under COVID-19 conditions, respondents still ranked webinars first, online question and answer (Q&A) sessions second, vodcasts third, and lecturer-recorded videos made available via YouTube, fourth. The remainder indicated a preference for other forms of learner support. The respondents indicated their timing preference as a month before each of the assignment due dates or alternatively a week prior to the due date, with the remainder preferring more frequent online learner support. The practical implications of the study are that webinars, online Q and A sessions, and vodcasts should be actively considered for use instead of face-to-face classes for students at the University of South Africa (UNISA).

This empirical study was conducted to develop third-year students' digital competence at Abai Kazakh National Pedagogical University, Kazakhstan and test the effectiveness of massive open online courses (MOOCs) to increase digital competence. Future teachers' digital competence was regarded as a combination of knowledge, skills, abilities, strategies acquired in their learning experience and improvement in integrated activities using digital and network technologies to solve professional issues. The relevance of developing future teachers' digital competence was associated with their insufficient knowledge and skills, which was reflected during the diagnostic stage analysis in using digital and network technologies in the educational process. Many approaches and tools have been adopted to develop future teachers' digital competence and one of them is MOOCs. In this study, mixed methods were used, for example, theoretical analysis of pertinent literature, generalization, systematization, specification of conclusions and statistical analysis of the pedagogical experiment. The primary data were collected through the researchers' pre- and post-experiment questionnaires. The findings of this study confirm that MOOCs as a distance learning technology have positively affected all participants and effectively improved future teachers' digital competence depending on four components ("motivational, technological, cognitive, and ethical") and the indicators of future teachers' digital competence presented.

In the last decade, vocational education in Indonesia has experienced problems in making career decisions for students, which was exacerbated by the COVID-19 pandemic. Therefore, this research aims to examine the role of self-efficacy and mediate digital literacy, social environment, and counselling guidance in influencing career decision-making. This is an ex-post-facto research design with data collected from a sample of 566 vocational education students in Indonesia through a questionnaire method distributed online using Google Form. The collected data was then analyzed using structural equation modelling (SEM) with path analysis and bootstrap methods. The results revealed that self-efficacy plays a vital role in mediating digital literacy and guiding students in career decision-making. On the other hand, digital literacy, guidance, and counselling have a significant direct effect on self-efficacy and career decision-making. Meanwhile, the social environment only has a significant direct effect on students' career decision-making. The real role of all elements of vocational education in strengthening self-efficacy, growing digital literacy, monitoring social environment interactions, and providing counselling guidance to students is needed to increase optimism and the quality of career decision-making in vocational education.

Developing the digital competencies and innovativeness of preservice teachers enables them to utilize technology more effectively and efficiently in their future professional life. However, poor technology training can lead preservice teachers to potentially misuse technology in the classroom. Moreover, little is known about how to design effective technology training courses in order to develop the digital competencies and innovativeness of preservice teachers. Therefore, this study examined a course designed with the flipped learning approach and its impact on preservice teachers' digital competencies and innovativeness. 58 students participated in the current study. Using a mixed-methods sequential explanatory design, changes in digital competencies and innovativeness were analyzed before and after the flipped course. Findings revealed statistically significant gains in preservice teachers' digital competencies and innovativeness, and qualitative findings revealed the reasons for these gains. The most common themes were using Web 2.0 tools for teaching, acceptance of flipped learning, doing research, and gaining different perspectives. Based on these findings, it is argued that the use of flipped learning approach removed the time barrier in classes and enabled teachers to gain experience on effective technology usage through actual physical application. The study's results provided recommendations for further research on the connection between flipped learning and the development of preservice teachers' digital competencies and innovativeness.

Prospective teachers facing the 21st century are expected to have the ability to solve problems with a computer mindset. Problems in learning mathematics also require the concept of computational thinking (CT). However, many still find it challenging to solve this problem. The subjects in this study were twenty-one prospective mathematics teachers who took number theory courses, and then two research samples were selected using the purposive sampling technique. This study uses a qualitative descriptive method to describe the thinking process of prospective teachers in solving Diophantine linear equation problems. The results showed that the first subject's thought process was started by turning the problem into a mathematical symbol, looking for the Largest Common Factor (LCF) with the Euclidean algorithm, decomposition process, and evaluation. The second subject does not turn the problem into symbols and does not step back in the algorithm. The researcher found that teacher candidates who found solutions correctly in their thinking process solved mathematical problem used CT components, including reflective abstraction thinking, algorithmic thinking, decomposition, and evaluation. Further research is needed to develop the CT components from the findings of this study on other materials through learning with a CT approach.

The COVID-19 pandemic has affected the whole world, has caused serious problems in many areas. Undoubtedly, one of the most important of these areas is education. Education-teaching processes were continued remotely during the pandemic period, which caused the closure of schools almost all over the world. In this study, it is aimed to examine the views of social studies teachers, who have given lectures with the help of distance education during the pandemic period, about distance education. Phenomenology, which is one of the qualitative research designs, was used in the research. The study group of the research consists of 12 social studies teachers who work in a secondary school affiliated to the Ministry of National Education in the city of Bayburt and have given lessons with the help of distance education. A semi-structured interview form was used as a data collection tool to examine teachers' views on distance education. The collected data were analyzed with thematic analysis method. The data obtained were shown in themes and the findings were supported by direct quotations from the views received from the participants. As a result of the study, it was demonstrated that the negative thoughts of the social studies teachers about distance education were higher than the positive thoughts, and they also expressed problems such as slow connection, internet infrastructure, low participation in the course and insufficient devices for accessing distance education. In addition, it was concluded that all of the participants agreed that social studies teachers should take in-service training, seminars and courses in order to improve themselves in the distance education process and using technology effectively. In this context, it is recommended to give educational seminars on technology literacy to social studies teacher candidates and teachers.

This paper presents a study that focused on assessing computer and ICT skills of business subjects' learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU's five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs.

Approximately 40% of accounting graduate recruitment in Australia is by small and medium accounting (SMA) firms, firms which can face different constraints compared to their larger counterparts. Given the characteristics of SMA firms it is important to appreciate what they consider makes a work ready graduate. This article reports the findings of a study that explores what makes a graduate work ready when commencing employment within an Australian SMA firm. The findings suggest that a work ready graduate for an SMA firm has a working knowledge and understanding of business accounting software programs, taxation and tax software. Additionally, there is a high emphasis on communication and interpersonal skills. This raises the question as to what extent should current university degrees provide adequate technical knowledge and generic skill development for those graduates seeking employment with SMA firms, and who should be responsible for it?

The purpose of this study is to examine factors that influence teachers' intentions to use technology in assessments using the technology acceptance model (TAM) as a framework. An online survey was utilized to collect data, and 360 teachers participated in the survey. This study used partial least squares-structural equation modelling (PLS-SEM) to test the hypotheses to verify the effects of variables on teachers' intention of e-assessment use. The model consists of four constructs: computer self-efficacy (CE), perceived ease of use (PEOU), perceived usefulness (PU), and frequent use of e-assessment tools (FoUAT). The findings revealed a significant influence path from CE to PEOU, FoUAT, and behavior intention. In addition, PEOU is a critical factor that positively impacts both PU and teachers' behavior intentions. In contrast to our expectation, frequency of use was statistically insignificant and had no impact on teachers' intention to use (IU) e-assessment tools. The total of these four variables corresponded to 71.4% of the variance of user intention. These results confirm that TAM is an effective model to explain teachers' technology acceptance to use e-assessment tools for their teaching.

In this study, we aim to assess pre-service teachers' self-efficacy in using computer technology in the digital era as digital citizens. Briefly, students in the Faculty of Education were asked how they perceive computers and technology as a tool in life, education, and future careers. The samples were 615 pre-service teachers selected by Yamane's method in sample selection from the population of 3093 students in the Faculty of Education, Rajabhat Maha Sarakham University, Thailand. The samples were 1-5th year student teachers from 20 majors in the faculty. The samples were from middle to upper-middle-income families considering the public status of the university with the tuition fee of around 350-400 USD a semester. The sole instrument of the study was a questionnaire with the purpose to investigate computer self-efficacy as digital citizens of the samples. The data were collected in 2020 via an online questionnaire and analyzed by percentage, mean score, standard deviation, t-test, and one-way ANOVA. The results of the study lead to an explanation of the nature of prospective teachers' beliefs and willingness to develop themselves as a member of the post-digital world, a place where a blurred area of virtual and authentic exist and affect people's lives. It shows that pre-service teachers of a certain socio-economy group had a high level of digital citizenship self-efficacy.

Due to the increasing number of students in nursing education, the need to support traditional education and to provide blended or distance learning have incited the trend of utilizing e-learning in training nurses. The purpose of this study was to determine the level of satisfaction, readiness, and expectation in relation to the e-learning process among 3rd year nursing students. Data of this descriptive study was collected electronically in July 2020.The study group consisted of 91 students who were studying in University, Faculty of Health Sciences, Department of Nursing, and enrolled in the Child Health and Disease Nursing course. Study data were collected through the "Introductory Information Form" containing the introductory information of the students, the "Readiness and Expectation Scale for the e-Learning Process" and the "Satisfaction Scale for the e-Learning Process." It was found that there was a significant relationship between students' family income and the level of satisfaction regarding e-learning process. In addition, there was a significant relationship between the age of the students and the value of readiness and expectation regarding e-learning. Findings stated that paying more attention to interaction, particularly in practical courses, and using materials enriching the course content will positively influence students' expectations and satisfaction, during online nursing courses.

This research aims to examine prospective teachers' digital literacy levels and mobile learning attitudes. A correlational survey method was used to design the research. In addition, whether the digital literacy levels and mobile learning attitudes of prospective teachers differed significantly according to the variables of gender, grade level, department and mobile application usage time was examined. The research was carried out with 443 prospective teachers studying at the education faculty of a state university. The prospective teachers in the research were studying at the 1st, 2nd, 3rd and 4th grade levels and in 10 different departments. The research data were collected in the digital environment and the participants were determined by the maximum variation sampling method. The research data were collected by using a digital literacy scale and mobile learning attitude scale. In addition, gender, grade level, department and mobile application usage time variables were used. According to the research results, prospective teachers' digital literacy levels and mobile learning attitudes are at a moderate level and there is a positive and significant relationship between them. In addition, the digital literacy levels of prospective teachers explains 35% of their mobile learning attitudes. The digital literacy levels of prospective teachers significantly differ according to the gender, grade level and department variables and mobile learning attitudes significantly differ according to the department variable.

The purpose of the study is to reveal the relationship between teachers' lifelong learning tendencies and digital literacy levels. Both single and correlational survey designs from the quantitative research models were employed. To determine the study group, convenience case sampling was used by considering the Covid-19 pandemic and a total of 322 teachers on social media participated in the study. The data were collected in the second semester of the 2020-2021 academic year. In the current study, two scales, namely, "Lifelong Learning Scale" and "Digital Literacy Self-efficacy Scale of Teacher Candidates" were used for data collection tools. As a result of the study, it was determined that lifelong learning tendencies of teachers were at a high level. Besides, teachers find themselves sufficient in terms of digital literacy. It was observed that there was a positive and significant relationship between teachers' lifelong learning tendencies and digital literacy levels. Ultimately, it was among the obtained results that teachers' digital literacy levels also predicted their lifelong learning skills.

The increasing development in smart and mobile technologies supports transformation of learning environment into a smart learning environment to meet diverse learners' needs. Learning in an online environment requires motivation and skills to succeed. Self-regulated learning has been identified as one of the strategies for supporting students in an online learning environment. However, despite these innovations, there is a scarcity of well exploratory works to understand if students have skills, experiences, and technology resources for implementing a self-regulated smart learning environment. This study attempts to fill the gaps by investigating these experiences and technology resources. The study used mixed-method to investigate the readiness of 157 undergraduate students. The quantitative data used an online self-regulated learning questionnaire (OSLQ), and the qualitative data used focus group discussions. The quantitative data were analyzed using descriptive statistics and correlations, and the qualitative data used a thematic method to understand students' experiences. The investigations show that students understood the self-regulated learning process and its' role in their academic success. Moreover, they have access to mobile internet services and smart devices, mostly an android operating system. More so, goal setting, time management, and self-evaluation are among the top-level skills readiness, and there is a relationship between previous online learning experiences and these skills. Future research could investigate facilitators' readiness to develop a self-regulated smart learning environment for engaging online learning experiences and skills development.

EAH Housing, an affordable housing organization, partnered with the Literacy, Language, and Technology Research group at Portland State University for the digital literacies portion of a digital infrastructure and digital literacies program funded by a grant from the California Public Utilities Commission. Working with the Literacy, Language, and Technology Research group, EAH Housing developed a successful digital literacy program building on a variety of research-based factors that support adult learning of digital literacies, including quality self-access learning materials that are relevant to learners' goals and easy access to human helpers as learners move through pivotal moments in the learning path.

Assessing students' online learning readiness is important since numerous countries have started online learning at all education levels during the COVID-19 pandemic in the 21st century. By taking students' online learning readiness level into account, it will be easier to establish on-target online learning environments. Although there are a number of online learning readiness scales available aiming at higher-education students in the Turkish setting, there is no scale available specifically for high-school students. This study, therefore, aims to develop a valid and reliable scale to identify the levels of online learning readiness for high school students in Türkiye. In order to develop an Online Learning Readiness Scale for high school students, a mixed-method exploratory sequential design was employed in this study. The first sample consisted of 916 students and the second sample consisted of 323 students who had previously experienced an online learning environment. The data were analyzed through exploratory factor analysis and confirmatory factor analysis. Validity and reliability evidences were also provided. The final version of the scale consisted of a total of 16 items in three dimensions; namely, computer self-efficacy, internet self-efficacy, and self-learning and explained 65.76% of the variance. The results of the study indicate that the Online Learning Readiness Scale (OLRS) developed in this particular study is a reliable and valid measurement tool in the assessment of online learning readiness levels of high school students in Türkiye and is expected to guide researchers and practitioners who focus on assessing high school students' online learning readiness levels.

This study aims to investigate the effect of using the Harezmi education model, which has been widely used in Turkey in recent years, in social studies teaching regarding computational thinking skills. Interviews were held with students and teachers seven months after the applications to determine the conceptual knowledge levels of students for computational thinking skills. Teachers' opinions regarding students' feedback and the changes they observed in the students involved in the application process during the seven months were taken. Besides using one of the mixed-method research designs in this study, that is the triangulation (parallel-convergent) design, quantitative and qualitative data collection tools were used simultaneously. Through the joint use of different methods and data collection tools, obtaining rich and various types of data sets was aimed. As for the quantitative dimension of the study, 54 students, which were divided into experimental and control groups, formed the study group. In the qualitative aspect of the study, there are 20 students and three teachers. The computational thinking self-efficacy perception scale was used as a quantitative data collection tool, and the interview forms were used as qualitative data collection tools. While the analysis of quantitative data was made with Wilcoxon signed rank and Mann-Whitney U tests, the analysis of qualitative data was made with content analysis and descriptive analysis methods. As a result, a significant difference was found in the experimental group students' algorithm subdimension scores. According to the interviews held seven months after the applications, students' conceptual knowledge was at a good level. Furthermore, teachers included in the application stated that they observed positive changes in the students after the application. In line with the results obtained, suggestions were made to make arrangements for other sub-dimensions of computational thinking skills and to examine the effects of the Harezmi education model as of different variables.

The individuals living in the 21st century have become the consumers of digital innovations and have to adapt, adopt and adapt to the new norm of surviving and thriving in the digital society. Familiarity with the latest technologies is not the only requirement for survival. One also needs to have relevant digital competencies to complete tasks with optimized outputs and efficiently deal with the chain of digital changes. The current study introduces the South Pacific digital literacy framework (SPDLF) driven by 6 essential literacies and sixty attributes. The study intends to provide a three-stage statistical validation for the South Pacific digital literacy framework. The three stages of validation include: (1) evaluating the strongest predictors of digital literacy from the six literacies in the SPDLF; (2) evaluating the significant predictors of each of the six literacies; and (3) evaluating the significant attributes from a total of sixty attributes in the SPDLF. The results show that all attributes in the SPDLF are statistically significant, therefore, all attributes are significant contributors to digital literacy in the South Pacific digital literacy framework.

This case study used a design-based research approach to examine the development and evaluation of an online homework system to support learning and problem-solving in a high school physics course. Emergent themes included challenges of building the system, strengths and weaknesses of it, and the benefits to students. While the system largely met desired outcomes and was well received by the students, concerns were raised about the quality and timeliness of some feedback/scaffolding provided by the system. Development of other such systems may help to support students and teachers during the current and post-COVID educational transition.

Learning environments and teaching methods have been constantly changing over the past decades. As the shift in the learning environment is primarily toward a physical to an online learning environment, this study examines how to enable younger students to select appropriate content for learning in digital learning environments that they can then successfully read and evaluate using appropriate strategies. The study is based on 54 in-depth case studies. Using the Internet reciprocal teaching method (IRT), 54 implementers trained 54 primary school students from first to fifth grade in basic computer skills, Internet information searching, and website navigation, as well as analysing data obtained using the TICA Phase 1, 2, and 3 Checklists, the implementers' report, and the children notes in a text editor. Triangulation of the data in combination with selected statistical methods shows that there are differences in the use of the method between students according to age. While the latter can use an unadopted form of the method, younger students need some adjustments, which are suggested in the light of previous research.

Most young people spend time online every day in order to access social networks, where not only do they consume, but also produce content. The posting of content ends up reflecting a personal story in which young people recognize themselves. This posting practice requires competences that can be developed in digital literacy-related educational activities. Our research is aimed at understanding the posting habits of young people with the goal of integrating these practices in formal educational contexts. For this purpose, we have qualitatively analyzed the interviews of 21 young people. The results show different posting habits, as well as the motivating factors, perceptions and types of content posted by young people on social networks. An interpretative analysis of the results shows the possibilities of working on the storytelling experiences of young people on social networks from the perspective of the Personal Digital Storytelling educational methodology.

The purpose of this research is to reveal the research trends of postgraduate theses published in the field of digital literacy published in Turkey between 2015 and 2020. In this context, a total of 34 postgraduate theses on digital literacy published between 2015 and 2020 in the database of YÖK (Higher Education Institution) National Thesis Centre were examined. In the examination of the theses, the publication classification form including year, level, language, department, research method, research design, sample, the determination method of the sample, number of sample, data collection tool, data analysis techniques, research topic, and research results were used. According to the results of the research, it was determined that the number of studies published in the field of digital literacy increased until 2019 and decreased in 2020. It was also determined that these theses are generally carried out at the master's level and mostly regarding the department of Computer and Instructional Technology Education. Another finding was that common methods and designs used in these studies are the quantitative research method and descriptive and relational research design. Considering the sample in the theses, it was determined that pre-service teachers and university students constitute the sample and that the convenience sampling method is used. The topics were mainly about the examination of digital literacy level based on various variables and the highest digital literacy levels of secondary and high school students were found to be the highest in the results obtained.

This study was to determine the relationship between e-library and quality assurance in the Federal Government Colleges (unity schools) in Rivers and Bayelsa states, Nigeria. The population comprised of the teachers and students (SS3 and JS3) of the six unity schools in Rivers and Bayelsa States Nigeria numbering 3186 (teachers 1019, students 2167). A research sample of 637 was used through proportional stratified random sampling technique using 20%. A self-designed questionnaire known as E-library and Quality Assurance Questionnaire (ELQAQ) was used to elicit information from the respondents. Three research questions and one null hypothesis were formulated. Mean, rank order, standard deviation and z-test were used to find solution to the research questions and the hypothesis. The major findings of the study include that Federal Ministry of Education (F.M.E.) is a pacesetter of quality education, the library (print or non-print/digital) is the heart beat of the school system as it increases ones reading habit, e-library has the capacity of storing large content of information which can be accessed from anywhere, not all unity school (under study) have functional e-library, the print library is still useful, unity school teachers and students prefer a blend of the print and e-library as both have their advantages. Based on these findings, it was recommended that the print library should not be relegated but upgraded periodically to complement the digital library for quality service delivery, the Federal Ministry of Education Nigeria should endeavor to complete and equip the e-libraries as planned, the Inspectorate division of the F.M.E. should always inspect schools facilities for quality assurance, more qualified ICT teachers should be recruited in the unity schools (as model schools) to promote computer literacy and the F.M.E. should implement effective and regular capacity building in the unity schools of Nigeria to maintain qualitative education as quality teachers produce quality students.

This study aims to determine the attitudes and opinions of pre-service IT teacher candidates regarding online testing at the first period of the COVID-19 pandemic. This research is a descriptive study with explanatory sequential mixed method design. The study sample consisted of 69 teacher candidates enrolled in 3 different courses lectured by the researcher at the Computer Education and Instructional Technologies Department, in the spring semester of 2019-2020 academic year. The data were collected through the Online Examination Assessment Scale and an interview form developed by researcher. In quantitative data analysis, frequency, percentage, and average, independent sample t-test, and one-way ANOVA were applied as well as descriptive statistics. The content analysis method was used to analyze the qualitative data obtained from the survey. The findings suggest that (1) teacher candidates' attitude scores were above average; (2) their attitudes towards online testing differed significantly depending on gender, age, course, and computer self-efficacy levels; and (3) the participants who had taken online tests before had a more positive attitude towards online testing, but this difference was not significant. Besides, according to teacher candidates' opinions towards online testing, the most important advantage of this type of testing was that they felt independent and comfortable due to taking the test in the home environment and without a proctor. On the other hand, possible technical problems during the test were one of the frequently mentioned issues in the student views regarding online testing.

In French-speaking Belgium, one of the new tasks of the teacher will be to develop the informational skills of learners. Therefore, the main purpose of this research is to identify the variables that affect the performance of online information retrieval so that teachers can plan appropriate teaching activities. The statistical Classification and Regression Tree (CART) technique was used to characterize the activity of 260 students aged 8 to 13 according to their results in three search tasks. The results show that certain navigational strategies, as well as the different individual characteristics of the participants in our study, can be considered as key factors that modulate performance. The different findings from our analyses allow us to put forward concrete avenues for the mastery of this skill in an educational context.

In this study we focus our research on the case analysis of an eleven-year-old boy and his close relationship with technology, specifically robotics. The methodology of the study is experimental in nature, with the aim of improving the subject's attention span through robotics, thereby favouring his educational process and, consequently, his overall development. To this end, the attitudes, and aptitudes that this technological tool has provided the subject with are evaluated over a period of four years. Three data collection instruments were selected: questionnaire, interview, and observation. Among the conclusions we highlight, on the one hand, that the older the age and the greater the interest in robotics, the greater the individual's attention span and greater psychomotor coordination, increasing the improvement in the educational process and in their daily life. On the other hand, robotics is an effective way of orienting knowledge towards the personal and educational sphere and can provide advantages in integral development.

Everyone uses a traditional five-point grading system to assess students' activities, however, it is not always possible to objectively evaluate students' work using this method. Therefore, the authors use the criteria-based student assessment system in our lessons. The purpose of this article was to compile a model of a system for assessing students' functional literacy based on a criteria-based approach. An experiment was conducted on 32 people and data was collected using observation and interviews. As a result of the study, it was revealed that the assessment system makes it possible to determine how successfully one or another educational material is mastered, or a certain practical skill is formed. Based on the conducted practical experiment, the effectiveness of the content-structural model of the system for assessing the functional literacy of students based on the criteria-based approach in computer science has been proved.

This study aims to investigate factors associated with students' satisfaction with using LMS - UNIEC Virtual in blended learning courses in UNITAR International University, Kelana Jaya. Three factors; perceived ease of use (PEOU), facilitating conditions, and interaction are selected as independent variables in this study. This research was designed using a quantitative method with 17 closed-ended items questions with a 5-Likert scale and one open-ended question. The questionnaire was developed and modified from a published instrument and previous literature. 70 students were selected from Semester 3, Faculty of Education and Humanities by using cluster sampling. From the data analysis using Spearman Coefficients, there is a statistically significant correlation between facilitating conditions, perceived ease of use, and interaction on student satisfaction on using LMS. Results showed that in perceived ease of use (PEOU), participants agreed that they can easily access UNIEC Virtual features without any training and were confident of their computer skills to perform the task on UNIEC Virtual. As for the facilitating conditions, results showed that the students were able to navigate through the items on the website interface without difficulty. On the other hand, students suggested having a tutorial on how to use UNIEC integrated features, such as Office365 mail. Regarding the facilitating conditions, the students feel that course notes, forums, and assignments on UNIEC Virtual helped them to achieve a better learning outcome. They enjoyed participating in the discussion forum as well as creating ways to interact with the course mates and lecturers.

COVID-19 saw the world face a serious global health crisis which had a negative impact on all sectors of life especially education. Educational institutions across the globe were forced to temporarily close and use distance education as an alternative to face-to-face teaching. The current study explored the impact of the sudden transition from face-to-face learning to distance learning on students' psychology and learning. Four hundred and one (N=401) undergraduate students from the University of Petra, Jordan were surveyed using a user-designed online questionnaire. Results highlighted negative impacts of distance education on both participant's psychology and learning during the COVID-19 pandemic. More specifically, results showed that first and second year students and those with lower computer skills reported the highest negative psychological effects (i.e., feeling anxious, bored and nerves). Further first-year students and those with lower computer skill levels reported a negative impact on learning (i.e., experiencing lethargy and laziness when taking online lectures, poor focus and inability of being self-reliant when learning) by distance education when compared with students in their third and fourth year or those with higher and average computer skills. Finally, this paper discusses recommendations and implications for future distance learning.

COVID-19 resulted in a pivot to remote teaching and learning in most North American colleges and universities. All of a sudden faculty expected students to use a variety of digital technologies. Here we report on the technologies post-secondary students had to use and on the problems experienced by students with and without disabilities (e.g., mobility and visual impairments, attention deficit hyperactivity disorder, mental health related disabilities). In a sample of 24 post-secondary students, we found a series of problems related to: software and platform issues; connectivity; how professors managed their courses; classmates' computer behaviors; and equipment issues. We also learned about several beneficial practices and ways to avoid problems that can be retained for future hybrid and blended courses. By giving a voice to post-secondary students our research can inform policies and practices to create a more resilient and inclusive society.

The importance of university students' electronic health (eHealth) literacy has been established in the literature, yet the association with computer skills is absent. In this study, a total of 5,672 university students were recruited from Xinyang University. Data were collected from an online questionnaire, including the Chinese eHealth Literacy Scale (C-eHEALS), online health information and a computer skills questionnaire. Pearson's correlation coefficient and t-tests were used in the analysis. Of the 5,672 university students, 72.36% were female, 93.20% were aged 18-22 years. The total C-eHEALS score was 26.75 ± 5.86 (mean ± SD), and there was a significant difference in the total score between groups with low-level and high- level eHealth literacy (P < 0.001). The most popular three methods for accessing health information among both groups were using search engine (P = 0.035), mobile phone APP (P < 0.001) and face-to-face inquiry (P = 0.697). Students with eHealth literacy used a greater variety of eHealth resources than students with low eHealth literacy to access eHealth information. Pearson's correlation coefficient between C-eHEALS and computer skills was 0.621 (P < 0.001). A positive correlation exists between the eHealth literacy and computer skills of university students. However, both eHealth literacy and computer skills are poor, and targeted improvement is urgently needed.