Journal of e-Learning and Knowledge Society

Second cover

Annamaria De Santis — 2024-10-23

Online learning readiness in secondary education: validating the Online Learning Readiness Scale and examining the impact role of ICT familiarity

De Van Vo — 2024-08-21

Online and blended learning have increased drastically during the pandemic, and their popularity has persisted as we emerge from this global crisis. This study aims to adapt and validate the Online Learning Readiness Scale (OLRS) to assess high school students. Secondary school students were recruited (n = 296) for the study. The OLRS scale included five components: Technology Readiness, Learner Control, Online Communication Self-efficacy, Self-directed Learning and Motivation for Learning. Results supported the OLRS scale in terms of reliability and internal construct validity in context of the study by confirmatory factor analysis and Rasch measurement with partial credit analysis. The differential item functioning analysis revealed no bias issues regarding gender, confirming the measurement invariance statistics achieved. The study also found that the majority of students (73.7%) engaged in online learning solely through their mobile phone. ICT familiarity, i.e., interacting with friends regularly, browsing online learning materials, and watching educational videos on YouTube, had a positive association with students’ readiness for online learning. Students’ access to social networks, online forums and online music did not have a significant effect on their readiness for online learning. The scale demonstrated the capacity to function as an assessment instrument for evaluating readiness for online learning in the context of secondary education. Educational implications were considered, including key requirements of supporting technology and pedagogical practice in online and blended learning environments.

Instruments for measuring Digital Citizenship Competence in schools: a scoping review

Anthony Dass — 2024-08-28

The integration of digital technology into the teaching and learning process has both good and negative consequences. Several schools have incorporated digital citizenship to teach the responsible use of technology. The purpose of this scoping review is to provide an overview of research on tools for measuring digital citizenship competency among school children. This scoping study focuses on three main areas: (a) defining digital citizenship and competency; (b) instrument development and characteristics; and (c) key findings. The main outcomes of this research may help students, teachers, and school administrators implement digital citizenship education programs in schools.

Predicting student specializations: a Machine Learning Approach based on Academic Performance

Athanasios Angeioplastis — 2024-08-28

Education is a cornerstone of societal progress, equipping people with essential skills and knowledge. In today’s dynamic global society, personalized learning experiences are crucial. Data-driven methodologies, especially Educational Data Mining (EDM), play pivotal roles. This study employs machine learning algorithms to predict specializations for Greek high school students based on their previous grades. The aim is to provide a practical tool for educators and parents, aiding in the optimal selection of specializations. The paper outlines the methodology, presents comparative study results, and concludes with insights into the potential impact on educational decision-making. This research advances the integration of data-driven approaches in education, enhancing students’ learning experiences and prospects.

Examining factors influencing the emergence of a knowledge society: an explorative study

Zineb ZNAGUI — 2024-08-28

This article addresses the contextual ambiguity prevalent in the literature surrounding the conceptualizations of a knowledge society. By identifying and clarifying these conceptual challenges, the research aims to provide a solid foundation for understanding the factors influencing the emergence of a knowledge society. The objectives include presenting a clear and comprehensive representation of the multifaceted elements that contribute to this societal transition. Methodologically, a quantitative approach is employed using a regression analysis. The originality of this research lies in its endeavor to develop new perspectives and insights into the catalysts behind the emergence of a knowledge society. By addressing the existing gaps in the literature and employing advanced quantitative methods, the study contributes to the ongoing discourse on the transition to knowledge societies. Practical implications of the research are also developed. The findings offer guidance for policymakers, educators, and stakeholders involved in shaping societal structures, emphasizing actionable insights derived from the identified catalysts. In terms of contribution, this paper provides a nuanced understanding of the factors influencing the knowledge society emergence. By synthesizing empirical evidence with theoretical frameworks, it not only advances academic discourse but also practitioners with valuable insights for informed decision-making in an era characterized by rapid societal transformation.

Global perspectives on Teacher ICT Competencies: diversity and commonalities in eight representative frameworks

Xuanyun Zou — 2024-08-28

This study comprehensively compares and analyzes eight representative global frameworks for teacher Information and Communication Technology (ICT) competencies, each reflecting regional educational priorities and philosophies. The research aims to transcend geographical boundaries by identifying consensus on key areas of teacher ICT competencies and exploring unique characteristics of each framework within specific educational contexts and challenges. The findings indicate that despite diversity, global teacher ICT competencies represent an integration of knowledge, skills, and values, particularly in digital society building, digital career development, digital communication and collaboration, digital assessment, digital teaching and learning, and development of students’ digital competencies. The study further highlights varying emphasizes among frameworks in core areas and competencies, accompanied by varying levels of implementation support. Ultimately, the paper provides recommendations to assist educators, policymakers, and digital leaders in understanding global standards for teacher ICT competencies, developing effective and inclusive frameworks, and exploring best practices for advancing teacher ICT competencies.

Influence of Internet of Things Cybersecurity (IoTCS) on Educational Assessment Practices in University Learning Spaces in Nigeria

Basil Oguguo — 2024-08-28

The Internet of Things (IoT) presents a unique flexibility that facilitates higher productivity and rapid advancement in the educational sector, and more specifically in educational assessment. However, the huge cybersecurity issues associated with cyberspace pose a challenge for the IOT. The present study investigated the influence of the Internet of Things Cybersecurity (IoTCS) on educational assessment practices in university learning spaces. The researchers adopted a correlation research design involving a multistage sampling procedure with 297 lecturers as participants drawn from six universities in South-East Nigeria, who shared their opinions on the influence of IoTCS on assessment practices. The Internet of Things Cybersecurity Questionnaire (IoTCSQ) and Assessment Practices Scale (APS) were two instruments used for data collection and they were validated in line with the purpose of the study by three experts. The Cronbach Alpha reliability indices of the two instruments were 0.82, and 0.89 respectively. The result showed a significantly moderate positive relationship between the adoption of IoTCS and the effectiveness of assessment practices in university learning spaces, among others. The study concluded that the incorporation of IoTCS significantly influences assessment practices in university learning spaces, and recommended among others that school administrators should consider investing in IoT cybersecurity for the safety, fairness and reliability of assessment data.

Transforming Learning Spaces in the digitalization era: a bibliometric exploration of emerging trends

Roopali Kansal — 2024-09-29

Learning Space is the physical and psychological place of acquiring knowledge, which has evolved significantly, influenced by technological advancements, pedagogical shifts, and changing student needs. The transformation of learning spaces is crucial for fulfilling the needs of the 21st generation learners and improving the learner’s overall outcome. This study aims to explore the available literature on learning spaces to analyse the past, current and future trends of study themes, in learning spaces, through a bibliometric analysis approach. Vos viewer software is used to determine the author, countries, and publications, which have made the greatest contribution to learning spaces research, as well as the key themes and emerging trends of study. The findings of the study show that most of the learning space research is focused on the user experience in traditional and digitally equipped learning spaces, the impact of learning spaces on users’ cognition, attitude, engagement, performance and well-being, and the design of innovative learning spaces. Still, there is a lack of research on the design and utilization of spaces to satisfy the needs of the 21st-century digital generation, for the well-being of the learner, and improvement of learning outcomes. The emerging theme of research is focused on the learner’s mental, physical and social well-being. This study will help the researchers to understand the research gap in the field of learning space research.