Information Technologies and Learning Tools最新文献

{"title":"УПРОВАДЖЕННЯ МОДЕЛІ ІНТЕГРАЦІЇ ЦИФРОВИХ ТЕХНОЛОГІЙ PICRAT ПРИ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ","authors":"Галина Василівна Луценко","doi":"10.33407/itlt.v96i4.5281","DOIUrl":"https://doi.org/10.33407/itlt.v96i4.5281","url":null,"abstract":"У статті розглянуто роль та місце цифрової компетентності педагогічних працівників, актуальні вимоги до неї та особливості її формування в умовах інтенсивного розвитку цифрових технологій. Розглянуто актуальні підходи до визначення змісту й структури цифрової компетентності педагогічних працівників та врахування педагогічних аспектів цифровізації освітньої діяльності. Актуалізовано важливість пошуку й апробації моделей і практичних інструментів формування у студентів спеціальності 014 Середня освіта (Інформатика) навичок свідомої й дидактично виваженої інтеграції цифрових технологій та інструментів у освітній процес, з метою створення стимулюючого освітнього середовища. У роботі проаналізовано низку теоретичних моделей інтеграції цифрових технологій в освітній процес (TPACK, SAMR, TIM, PICRAT), схарактеризовано їх ключові характеристики й особливості використання у практиці підготовки майбутніх учителів. Детально описано структуру моделі інтеграції цифрових технологій в освітній процес PICRAT, визначено переваги її використання в практиці педагогічної діяльності. Модель PICRAT враховує вплив цифрових технологій на освітній процес у термінах заміни, підсилення і трансформації та визначає рівні залученості учнів при використанні цифрових технологій – пасивний, інтерактивний та креативний. Запропоновано підхід до впровадження моделі інтеграції цифрових технологій PICRAT у систему підготовки студентів спеціальності 014 Середня освіта (Інформатика), що складається з цільового, змістового, процесуального та результативного компонентів. Детально розкрито змість кожного з компонентів, наведено приклади підбору цифрових інструментів та педагогічних практик для кожного з рівнів моделі PICRAT. Надведено приклади застосування моделі PICRAT для окремих цифрових інструментів та вибраних питань інформатики.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"780 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DIGITAL SECURITY IN EDUCATIONAL TRAINING PROGRAMS: A STUDY BASED ON FUTURE TEACHERS’ PERCEPTIONS","authors":"María José Latorre-Medina, Chaimae Tnibar-Harrus","doi":"10.33407/itlt.v95i3.5204","DOIUrl":"https://doi.org/10.33407/itlt.v95i3.5204","url":null,"abstract":"A key aspect of future teacher training in this highly digitalized period of education requires a specific focus on digital skills, especially in the area of security. This study delves into this issue by means of a quantitative, theoretical and systematic review of future teachers currently in training at the Faculty of Education, Economy and Technology of Ceuta of the University of Granada (Spain). The specific intention is to determine their perception of the instruction they receive on digital matters, concretely on cybersecurity during their phase of pre-service. To carry out the project, the study resorted to a descriptive method by submitting the participants to a specifically designed questionnaire entitled “Digital Security Competence Required for Teachers”. Examinations of the psychometric properties of the questionnaire reveal its relevance and reliability. The intention, after applying descriptive and inferential statistics tests, was to determine whether students in pre-service training really feel competent on digital matters or if they feel need more theoretical-practical training, especially in the area of security. The general findings reveal that future female teachers pursuing a university degree in Early Childhood Education, although competent from the techno-pedagogical viewpoint, indicate that attaining a high level of competence in digital security requires more theoretical and practical training. Future male Primary Education teachers, by contrast, perceive themselves as competent in digital security. This perhaps stems from their training (courses and workshops) in Information and Communication Technologies (ICT) and the theoretical and practical instruction they received at the university during courses or during a practicum. This aspect deserves further research because, as highlighted elsewhere, higher education institutions must prioritize instruction on digital security in their teacher programs.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"20 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83881343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DEVELOPMENT OF MEDIA LITERACY AND COMMUNICATION SKILLS BY MEANS OF DIGITAL STORYTELLING IN JAPAN","authors":"Lyubov Gutor, P. Sodomora, Oleh H. Vasylenko, H. Zalutska","doi":"10.33407/itlt.v95i3.5217","DOIUrl":"https://doi.org/10.33407/itlt.v95i3.5217","url":null,"abstract":"The research substantiates Japanese experience of media literacy and oral communication skills development by digital storytelling (DST); reveals theoretical background and current practical application of DST in higher education of Japan. DST has significant advantages as an individual- and situation-oriented tool of oral communication as well as the instrument of psychological and learning influence on society. It is continuously implemented into Japanese educational and social practice. Famous universities of Japan initiate and realize scientific and academic projects, extending communication connections of Japanese population, improving their skills of critical thinking and argumentation, developing desires and abilities to communicate freely, fluently, confidently and persuasively.\u0000   At present DST shows a positive growing tendency as a teaching and learning tool in higher education of both Japan and Ukraine. This is primarily linked with the global processes of social digitalization, computerization of education and urgent transferring to distance learning due to the COVID-19 pandemic. Evidence-based studies prove the efficacy of DST as the learning and evaluation instrument of oral communication skills, i. e. in English. Moreover, the technology can be applied in different specialties, i. e. medical one. The healthcare branch was drastically influenced by quarantine restrictions, having resulted in fundamental transformations of teaching and learning approaches, implementation of e-learning and telemedicine. DST has a confirmed positive influence on public health and medical knowledge development. In higher medical education it can be used as a new type of virtual patients. DST can improve physician-patient communication skills, professional qualities, tolerance and empathy. Our research confirms the potential of DST as a powerful developmental tool of media literacy and oral communication skills, and proves the requirement for the implementation of Japanese experience into higher education of Ukraine.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"437 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78232070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"USE OF GEOINFORMATION TECHNOLOGIES IN DISTANCE LEARNING OF FUTURE SPECIALISTS IN GEOGRAPHY","authors":"V. Leta, M. Karabiniuk, M. Mykyta, M. Kachailo","doi":"10.33407/itlt.v95i3.5104","DOIUrl":"https://doi.org/10.33407/itlt.v95i3.5104","url":null,"abstract":"Geoinformation technologies are an important element of professional education for future geographers and are widely used in their training program, at the same time geoinformation technologies depend on the participants` technical support in the educational process, both in full-time education and distance learning. The article examines the specifics of the application of geoinformation technologies in the organization of distance learning on the example of certain disciplines of the curriculum of future geography specialists.\u0000The article identifies the advantages and disadvantages of distance learning on the example of the disciplines “Fundamentals of Geoinformatics” and “Cartography and GIS” studied by the students of the Department of Physical Geography and Efficient Environmental Management of the Faculty of Geography at Uzhhorod National University. The absolute advantages of this studying format for teachers are the ability to freely choose the necessary materials, academic mobility and a fundamentally new educational space. Students have the opportunity to master new disciplines in more comfortable conditions for them and in compliance with the principles of equality. At the same time, distance learning involves a wide application of an individual approach to each student, taking into account, in particular, the hardware and software necessary to work with GIS technologies.\u0000The main disadvantages of distance learning of the academic disciplines “Fundamentals of Geoinformatics” and “Cartography and GIS” are considered. The most problematic issue for all participants of the educational process is the technical and software support at home. The process of providing students with a licensed software product taking into account different levels of hardware (personal computers, laptops, tablets) is also resource-intensive. The lack of a social environment for students is another disadvantage of distance education.\u0000Ways and means of overcoming the indicated shortcomings of distance learning of the disciplines “Fundamentals of Geoinformatics” and “Cartography and GIS” using the geographic information system ArcGIS are proposed. While forming the structure of the educational process it is necessary to solve the problem of hardware and software, form the information content of the courses and provide access to it. Google services and the Moodle platform can play an important role here.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"37 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91141414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНІ УМОВИ ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-ЦИФРОВОГО СЕРЕДОВИЩА ЗАКЛАДУ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ","authors":"Оксана Василівна Овчарук, Оксана Сергіївна Товканець, Ольга Павлівна Пінчук, І.В. Іванюк, О.О. Гриценчук, Сніжана Валеріївна Трикоз","doi":"10.33407/itlt.v95i3.5186","DOIUrl":"https://doi.org/10.33407/itlt.v95i3.5186","url":null,"abstract":"Стаття присвячена питанням створення та використання інформаційно-цифрового середовища сучасного закладу загальної середньої освіти (ІЦС ЗЗСО). Висвітлено складники середовища та описано основні організаційно-педагогічні умови його використання. Запропоновані авторами підходи до внутрішньої організації та умов використання ІЦС узгоджені з низкою міжнародних та європейських документів, зокрема Планом дій цифрової освіти (2021-2027), що є оновленою політичною ініціативою Європейського Союзу, висновками та рекомендаціями пілотної програми оцінювання цифрової готовності українських закладів загальної середньої освіти SELFIE, а також послуговуються результатами всеукраїнського опитування 2022 р. вчителів щодо готовності та потреб у використанні цифрових засобів для організації дистанційного навчання.  Визначено поняття інформаційно-цифрового середовища закладу загальної середньої освіти  як системно організовану сукупність інформаційно-ресурсного, техніко-технологічного, навчально-методичного, комунікаційно-діяльнісного забезпечення ЗЗСО, що організовує взаємодію суб’єктів освітнього процесу і зовнішніх стейкхолдерів; ефективно впливає на навчально-виховний процес, відповідає принципам недискримінації,  враховує різноплановість потреб і можливостей людини, базуючись на використанні цифрових технологій. Запропоновано модель ІЦС ЗЗСО, у якій зазначено: цілі та завдання ІЦC ЗЗСО, цільові групи, змістовий, організаційно-діяльнісний, соціально-комунікативний, технологічний компоненти,  а також компонент моніторингу якості організації освітнього процесу в ІЦС. Акцентовано увагу на підтримці інклюзивного навчання в закладі освіти як важливого елементу змістового компонента, що відповідає принципам недискримінації, врахування багатоманітності людини, ефективного залучення до освітнього процесу всіх його учасників. Схематизовано процедуру створення та використання ІЦС ЗЗСО, Виокремлено умови його успішного функціонування: доступність, педагогічна доцільність, технологічна насиченість, веборієнтованість, зручність для користувачів, компетентнісна спрямованість, особистісна орієнтованість, демократичність, дружнє середовище, полікультурність.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"73 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76444452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ДИДАКТИЧНІ МОЖЛИВОСТІ ВИКОРИСТАННЯ ІНТЕРАКТИВНОГО ПЛАКАТА У НАВЧАННІ ЗАРУБІЖНОЇ ЛІТЕРАТУРИ","authors":"Сергій Миколайович Романов, Олена Вікторівна Кицан","doi":"10.33407/itlt.v95i3.5167","DOIUrl":"https://doi.org/10.33407/itlt.v95i3.5167","url":null,"abstract":"У статті розглядаються особливості використання інтерактивного плаката в освітньому процесі сучасної середньої школи. Вихідним став постулат, за яким у вивченні гуманітарних (філологічних) дисциплін, окрім основних компетентностей, можна й потрібно розвивати в учнів й уміння, пов’язані з інформаційно-комунікаційною сферою. Метою дослідження є перевірка ефективності використання інтерактивного плаката під час вивчення предмета «Зарубіжна література» у закладах загальної середньої освіти. Авторами здійснено аналіз відповідних сервісів, які можна використовувати для створення інтерактивних плакатів (Glogster, Genial.ly, Smore.com, Picktochart), та обґрунтування вибраного сервісу Thinglink. Обраний сервіс уможливлює поєднання зображення та інтерактивних відео, картинок, музики, текстового наповнення та інших міток. У статті запропоновано методику створення інтерактивного плаката, розробленого для уроків зарубіжної літератури за темою «Модернізм». Алгоритм вказаної роботи розкрито через особливості базової дидактичної взаємодії «учитель – учень», де акцент зроблено саме на особистості учня. Встановлено, що плакат забезпечує не тільки фахові компетентності з літератури та інформаційно-комунікаційної сфери, а й актуалізує інтермедіальність – один із сучасних шляхів вивчення літератури. У цьому контексті зіставлено й розмежовано можливості електронних постера й плаката.\u0000Інтерактивний плакат є надзвичайно дієвим способом візуалізації інформації – украй важливого нині способу пізнання літературних явищ. Структурно він розбудовується на основі центрального зображення, до якого прикріплюються покликання на інші об’єкти: текстові файли, вебресурси, мультимедійні об’єкти: відео, аудіо, слайд-шоу, презентації, ігрові завдання, опитування тощо.\u0000Застосування інтерактивних плакатів на уроках зарубіжної літератури є важливим інструментом інтенсифікації процесу пізнання письменника та його художнього світу (зокрема в завжди не простій царині аналізу текстів). Важливо, що в такій роботі розкривається творчий потенціал учнів, особливо коли вони безпосередньо залучаються до створення електронних плакатів. До такої роботи зі своїм досвідом і навичками передовсім готові старшокласники, зокрема в роботі над домашніми завданнями, у підготовці індивідуальних проєктів та презентацій. У цьому ж контексті можна говорити і про підготовку учасників конкурсу-захисту наукових робіт Малої академії наук, міських, обласних конкурсів, наукових турнірів, читацьких конкурсів тощо.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"28 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90936698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE IMPACT OF ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGE LEARNING USING LEARNING MANAGEMENT SYSTEMS: A SYSTEMATIC LITERATURE REVIEW","authors":"Oke Oluwafemi Ayotunde, D. Jamil, Nadire Cavus","doi":"10.33407/itlt.v95i3.5233","DOIUrl":"https://doi.org/10.33407/itlt.v95i3.5233","url":null,"abstract":"Among numerous foreign languages, the English language is considered one of the major languages of the world. It has become a door opener for many people in their different fields and have led to advancements in career areas as it plays a major role in boosting confidence, improving connection, communication, and so on. It also gives people the opportunity for self-expression on a global standard level. Although the learning process of a foreign language can sometimes be difficult for both learners and teachers in terms of the various aspects of language learning, which includes; reading, writing, speaking, and listening skills. The methodology in this study implemented a systematic literature review using four popular scientific databases for searching relevant records for the purpose of the research. The results from searching the databases were integrated into the PRISMA flow diagram for the identification and extraction of high quality records that is relevant to the effects artificial intelligence has in the process of foreign language learning via the use of learning management system as the platform and medium for learning and teaching English as a foreign language. The systematic review research covers a span of 10 years, from 2011 to 2021. The most important finding in this systematic literature review is that the emergence of AI technology is helpful to both students and teachers in the learning of English as a foreign language using a learning management system as it improves and increases speaking, writing, reading, and listening skills processes and provides an easy, interesting, and personalized learning experience. The benefit of the study to shareholders; students and teachers, is to guide teachers on which AI tools to use and how they can be integrated or used into learning management systems to increase students’ reading, writing, speaking, and listening skills in teaching and learning foreign languages, especially the English language.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"25 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89425448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PEDAGOGICAL CONDITIONS FOR THE FORMATION OF AN EFFECTIVE INFORMATION AND LEARNING ENVIRONMENT IN HIGHER EDUCATION INSTITUTIONS","authors":"Valerii Yu.  Habrusiev, H. Tereshchuk, A. Stepanyuk, T. Olendr","doi":"10.33407/itlt.v95i3.5153","DOIUrl":"https://doi.org/10.33407/itlt.v95i3.5153","url":null,"abstract":"The article deals with the information and learning environment as a component of integral training system of the educational system in higher education institutions. The main function of the information and learning environment, which is ensuring the coordinated functioning of subjects of educational activity, has been established. The concept of «effective information and learning environment» has been introduced. It is defined as the ability to ensure high-quality, mutually coordinated functioning of students, teachers and information and learning environment as a network subject of the educational process. The pedagogical conditions for the effective functioning of the information and learning environment as a network subject of the educational process have been identified , namely: existence of vividly structured system of information and learning environment as the subject of the educational interaction with taking into consideration its hierarchical links to other components of the educational process in higher education institutions; purposeful training of students for the fluent operation of  information and communication  tools; improvement of the IT competence of research and teaching staff in the implementation of teaching methods based on modern information and computer technologies.\u0000The effectiveness of the suggested methodological system for the improving the IT competence of research and teaching staff of higher education institutions has been developed and experimentally confirmed. The following approaches are considered to be dominant in its construction: holistic, competence-futurological, andragogical and narrative-digital. The core idea  is the idea of content modelling based on the combination of key competences of the 21st century «4 С» (critical thinking, creativity, collaboration, communication) with digital competence and the ability to predict the possibilities of developing a modern educational environment in the future. The basis of the methodological system is the introduction of a scientific and methodological seminar on the topic «The Use of activity components and online communications of the Moodle system», which is considered to be an element of non-formal education of teachers. Criterion apparatus of the determining of the effectiveness of its introduction has been developed: subjective and objective criteria and indicators. It has been determined that it is appropriate to use the «didactic quality» criterion to determine the quality of content.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"41 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81130587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"USING TECHNOLOGY ACCEPTANCE MODEL TO ANALYSE THE SUCCESSFUL CROWDFUNDING LEARNING GAME CAMPAIGNS","authors":"Hong Huang, Hang Yu, Wanwan Li, Jinxuan Ma","doi":"10.33407/itlt.v95i3.5236","DOIUrl":"https://doi.org/10.33407/itlt.v95i3.5236","url":null,"abstract":"Due to the limited opportunities for financial supports to educators, Crowdfunding can be an effective channel to solicit funding sources for educators to develop new learning games. Understanding user perceptions of a successful learning game guided by Technology Acceptance Model (TAM) could help educators to effectively adapt Information Communication Technologies (ICT) in developing more competitive learning games and secure more funding.  This study used a user survey to assess the success of Kickstarter-funded learning game projects. Guided by TAM, the study derives eight perceived assessment dimensions, including three Usefulness dimensions: Representation mode, Narrative, Interaction; four Usability dimensions: Learning provision, Skill building, Rules, Assessment; and one Acceptance dimension: Motivation. The analysis of the online assessment survey (n=115) revealed that successful funded learning game projects are focused on usefulness and usability. Users perceived a wider gap between successful and unsuccessful crowdfunding learning games in Learning Provision, Representation Mode, and Skill building. These enable game-based learning strategies by spelling out game rules that support learning provision in skill building, which is reflected in a detailed and in-depth narrative in a coherent representation layout. According to bivariate and multivariate analysis, among all eight dimensions, Representation mode, Interactivity, Skill building, Rules, Narrative and Learning provision are key factors that significantly associate with entrepreneurial success for the learning game development. A crowdfunding learning game TAM based perception evaluation model was developed based on perceived acceptance, usefulness and usability. This study examines the pedagogical aspects of using TAM to analyze crowdfunding learning games to help educators better use ICT to create new learning games that provide more customized, active, and flexible learning experiences, improve feedback and assessment, and increase involvement and access to game development.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85986663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PERCEPTION AND SATISFACTION AMONG OPEN AND DISTANCE LEARNING STUDENTS IN UNIVERSITI TEKNOLOGI MALAYSIA","authors":"Christnalter Bunsu, N. D. Abd Halim","doi":"10.33407/itlt.v95i3.5151","DOIUrl":"https://doi.org/10.33407/itlt.v95i3.5151","url":null,"abstract":"In Universiti Teknologi Malaysia (UTM), the Open and Distance Learning (ODL) programme has been around quite recently and many things need to be discovered to improve it. The programme is running well and was already offered before the pandemic outbreak. However, a continuous evaluation is necessary to optimise both students’ learning and the quality of the education programme. The success of ODL programme could be affected by how it is viewed by the students involved in it and how satisfied they are with the overall learning experience. Therefore, this research was conducted quantitatively based on a survey research design, which aimed to identify students’ perception of and satisfaction with the ODL programme. The instrument used in this research is questionnaire with items adopted and modified from previous studies. Additionally, two educational technology lecturers with two-year experience in teaching the ODL programme were selected to validate the instrument. In this programme particularly, students were fully working adults with various backgrounds among them, ranging from local to international. A total of 107 students responded to the questionnaire and the data were analysed by using descriptive statistics. From the analysis, it was found that most students had a very positive perception and were highly satisfied with the ODL programme. It is hoped that the findings would be insightful for UTM, especially for the School of Education as a service provider, in taking professional consideration to improve the quality of the mentioned programme. Furthermore, these findings will provide useful insights for ODL lecturers in refining their teaching quality.","PeriodicalId":45205,"journal":{"name":"Information Technologies and Learning Tools","volume":"41 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81642281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}