Higher Education students' technological characteristics and technological self-efficacy during Covid 19: Implications to flexible learning framework

Arlene Talosa; Billy Javier; Estela Dirain

doi:10.31893/multiscience.2024017

Keywords:

flexible learning

technological characteristics

self-efficacy

virtual/online learning

new normal

Abstract

The new normal, to now normal and the next normal will undoubtedly include technological adaption with flexible teaching and learning. This descriptive-survey study describes the technological characteristics and self-efficacy of higher education students on flexible learning. Participated by 2380 consented students of a state university, responses were processed from a data set collected through Google forms. Majority of the participants or 63.9 percent were female. A substantial percentage belong to a family with joint monthly income below 5,000.00 as parents were mostly working as farmers or fishers. Most of the participants use a shared smartphone for learning, and a handful with personal laptops. With the majority considered as digital natives, most of them were familiar with and have used relevant online tools to support learning. The majority of them, however, are regarded as novices when it comes to using online learning management systems, tools for communication, storage, creating and packaging video content, and maintaining and uploading web content. Results revealed that most of the participants generally agree on self-efficacy items towards flexible learning. The research study provided valuable inputs for curriculum designers, educators, and administrators towards a functional and relevant teaching and learning framework that highly considers the current technological characteristics and self-efficacies of students especially in the COVID19 pandemic.
References
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20. Richardson M, Abraham C, Bond R (2012) Psychological Correlates of University Students’ Academic Performance: A Systematic Review and Meta-Analysis. DOI: 10.1037/a0026838
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Talosa, A., Javier, B., & Dirain, E. (2023). Higher Education students’ technological characteristics and technological self-efficacy during Covid 19: Implications to flexible learning framework. Multidisciplinary Science Journal, 6(2), 2024017. https://doi.org/10.31893/multiscience.2024017

[1] Alaghbary G (2021) Integrating Technology with Bloom's Revised Taxonomy: Web 2.0-enabled Learning Designs for Online Learning. Asian EFL Journal Research Articles 28.

[2] Alolaywi Y (2021) Learning in Crisis: An Investigation of Saudi EFL learners’ Perceptions of E-Learning during the COVID-19 Pandemic Asian EFL Journal Research Articles 28:98-119.

[3] Aristovnik A, Keržiˇc D, Ravšelj D, Tomaževiˇc N, Umek L (2020) Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. DOI: 10.3390/su12208438

[4] Bao W (2020) COVID-19 and online teaching in higher education: A Case Study of Peking University.DOI: 10.1002/hbe2.191

[5] Bappa-Aliyu M (2012) Challenges and Barriers to Successful Integration of Information and Communication Technologies (ICTs) in Nigeria. Journal of Technical, Vocational & Engineering Education 6:124-130.

[6] Breuer H, Schwarz H, Feller K, Matsumoto M (2014) Value Innovation in Learner-Centered Design. How to Develop Valuable Learning Tools. DOI: 10.2249/IJE.2.1.01

[7] Burgstahler S, Cronheim D (2001) Supporting Peer–peer and Mentor–protege Relationships on the Internet. Journal of Research on Technology in Education. 34:59–74.

[8] Cicha K, Rizun M, Rutecka P, Strzelecki A (2021) COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning. DOI: 10.3390/su13041889

[9] Honicke T, Broadbent J (2016) The Influence of Academic Self-Efficacy on Academic Performance: A Systematic Review. DOI: 10.1016/j.edurev.2015.11.002

[10] Idrizi E, Filiposka S, Trajkovik V (2021) Analysis of Success Indicators in Online Learning. DOI: 10.19173/irrodl.v22i2.5243

[11] Joaquin J, Biana H, Dacela M (2021) The Philippine Higher Education Sector in the Time of COVID-19. DOI: 10.3389/feduc.2020.576371

[12] Karim M, Hasan M (2020) Virtual Classes during COVID 19 Pandemic in Tertiary Level in Saudi Arabia: Challenges and Prospects from the Students’ Perspective. Asian EFL Journal Research Articles 27:205-219

[13] Li KC, Wong B (2018) Revisiting the Definitions and Implementation of Flexible Learning. In Li K, Yuen K & Wong B (Eds.) Innovations in Open and Flexible Educatiom 3-13.

[14] Muilenburg L, Berge Z (2007) Student Barriers to Online Learning: A Factor Analytic Study. DOI: 10.1080/01587910500081269

[15] Naylor D, Nyanjom J (2020) Educators' Emotions Involved in the Transition to Online Teaching in Higher Education. DOI: 10.1080/07294360.2020.1811645

[16] Tanveer M, Bhaumik A, Hassan S, Ul Haq I (2020) Covid-19 Pandemic, Outbreak Educational Sector and Students Online Learning in Saudi Arabia. Journal of Entrepreneurship Education 23.

[17] Tondeur J, Scherer R, Baran E, Siddiq F, Valtonen T, Sointu E (2019) Teacher Educators as Gatekeepers: Preparing The Next Generation of Teachers for Technology Integration in Education. DOI: 10.1111/bject.12748

[18] Rapanta C, Botturi l, Goodyear P, Guàrdia L, Koole M (2020) Online university teaching during and after the covid-19 crisis: Refocusing teacher presence and learning activity. DOI: 10.1007/S42438-020-00155-y

[19] Ratliff V (2009) Are College Students Prepared for a Technology-Rich Learning Environment? MERLOT Journal of Online Learning and Teaching 5:689-702.

[20] Richardson M, Abraham C, Bond R (2012) Psychological Correlates of University Students’ Academic Performance: A Systematic Review and Meta-Analysis. DOI: 10.1037/a0026838

[21] Talosa AD, Javier BS, Dirain EL (2021) The flexible-Learning Journey: Phenomenological Investigation of Self-Efficacy Influencing Factors among Higher Education Students. DOI: 10.37028/lingcure.v5nS3.1590

[22] Toquero C (2020) Challenges and opportunities for higher education amid the COVID19 Pandemic: The Philippine Context. DOI: 10.29333/pr/7947

[23] Tucker R, Morris G (2012) By Design: Negotiating Flexible Learning in the Built Environment Discipline. DOI: 10.3402/rlt.v20i0.14404 22 2021

[24] Tuncay N (2016) Smartphones as tools for Distance Education. Journal of Educational and Instructional Studies in the World 6:20-30.

[25] Wu S, Chang D, Sun F (2020) Exploring College Student’s Perspectives on Global Mobility during the COVID-19 Pandemic Recovery. DOI: 10.3390/edusci10090218

[26] Xiong W, Mok K, Ke G, Cheung J (2021) Impact of COVID-19 Pandemic on International Higher Education and Student Mobility: Student Perspectives from Mainland China and Hong Kong. International Journal of Educational Research.

[27] Yazon A, Callo E (2021) Assessing Teacher’s Knowledge, Self-efficacy, and Practices (KSP) in Adopting Flexible Learning during the Covid-19 Pandemic. DOI: 10.13189/ujer.2021.090115

Abstract

References

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