Authors :
Wang Xiangxu; Chandra Mohan Vasudeva Panicker; Aminul Islam
Volume/Issue :
Volume 9 - 2024, Issue 5 - May
Google Scholar :
https://tinyurl.com/3enuv33z
Scribd :
https://tinyurl.com/p866uwcp
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24MAY2486
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
Due to its apparent centrality in several
conceptualizations of how to address the digital divide,
this study highlights the heterogeneous development of
so-called online abilities. Three major performance
evaluations look at how age, gender, educational
attainment, and the effectiveness and regularity of using
the Services affect results. Knowledgeable with the ways
of the Internet. There seems to be a generational
deterioration in one's proficiency with any given media.
However, when comparing ages on content-specific
talents, the older age bracket always comes out on top.
Their inexperience with the medium is holding them back
and will have disastrous results. Studies of digital literacy
have paid little attention to this result, if they are aware
of it at all. The capacity to make productive use of the
Internet in technological and material settings seems to be
strongly impacted by educational level. Previous research
has shown that people learn digital capabilities best via a
combination of classroom teaching and hands-on
practise. Time spent online only benefits non-medium-
specific skills. This would imply that prolonged exposure
to digital media does not lead to gains in skill related to
processing digital material, regardless of how long one
spends doing so or how often. The latter has a smaller
effect on general skill levels. The study examined the
performance of male and female students in both virtual
and brick-and-mortar classrooms. The research found
that regardless of the kind of instruction used, there was
a statistically significant variation in the GPAs of the
participants based on gender. Male and female students
had similar perspectives on virtual and conventional
classrooms.
Keywords :
Online Learning, Traditional Textbook, Traditional Classroom, Traditional Learning.
References :
- Amro, H., Mundy, M., & Kupczynski, L. (2015). The effects of age and gender on student achievement in face-to-face and online college algebra classes. Research in Higher Education Journal, 27, 1.
- Bauer, J. (2015). Toward technology integration in the schools: Why it isn’t happening [Electronic version]. Journal of Technology and Teacher Education, 13(4), 519-46.
- Brocato, B., Bonanno, A, & Ulbig, S. (2015). Student perceptions and instructional evaluations: A multivariate analysis of online and face-to-face classroom settings. Education and Information Technologies, 20(1), 37-55.
- Russell, M., O’Dwyer, L., Bebell, D., & Tao, W. (2017). How teachers’ uses of technology vary by tenure and longevity [Electronic version]. Journal of Educational Computing Research, 37(4), 393-417.
- Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective. Journal of Educational Change, 21(1), 109–113. Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quarterly, 13(3), 319–339.
- Eksail, F.A.A., Afari, E. (2020). Factors affecting trainee teachers’ intention to use technology: A structural equation modeling approach. Education and Information Technologies, 25, 2681–2697.
- Harrison E. and McTavish, M. (2018). ‘i’Babies: Infants’ and Toddlers’ Emergent Language and Literacy in a Digital Culture of Idevices. Journal of Early Childhood Literacy 18, 163-188.
- Hasifah Binti Abdul, A. (2020). Keberkesanan Pembelajaran Menggunakan Forum Dalam Sistem ELearning: Kajian Kes Pelajar Tahun 4spi. Johor. Penerbit Universiti Teknologi Malaysia.
- Hazwani Mohd N., Noor Raudhiah Abu B., and Norziah O. (2020). E-Pembelajaran Dalam Kalangan Pelajar Di Sebuah Institusi Pengajian Tinggi Selangor. Selangor. Malaysian atas talian. Journal of Education.
- Hussin, N. (2017). Penggunaan Laman Web Sebagai Transformasi dalam Pengajaran dan Pembelajaran Pendidikan Islam. O-JIE: atas talian. Journal of Islamic Education, 1(2).
- Irfan, F. and Iman Hermawan Sastra, K. (2020). Teachers Elementary School in atas talian Learning of COVID-19 Pandemic Conditions. Jakarta. Jurnal Iqra’.
- Mailizar Almanthari, A., Maulina, S., and Bruce, S. (2020). Secondary School Mathematics Teachers’ Views On E-Learning Implementation Barriers During the Covid-19 Pandemic: The Case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860.
- Mansor, A. N., Zabarani, N. H., Jamaludin, K. A., Mohd Nor, M. Y., Alias, B. S., & Mansor, A. Z. (2021). Home-Based Learning (HBL) Teacher Readiness Scale: Instrument Development and Demographic Analysis. Sustainability, 13(4), 2228. MDPI AG. Retrieved from http://dx.doi.org/10.3390/su13042228
- Mat Dawi, A.H., Theam, L. S., Palaniandy, M. and Dolah, J. (2016). Penerimaan Alat Web 2.0 dalam Pelaksanaan Kurikulum Program Berasaskan Pembelajaran Abad Ke-21 di Institut Pendidikan Guru. Jurnal Penyelidikan Dedikasi, 10.
- Majlis Keselamatan Negara, Jabatan Perdana Menteri. Dilayari di laman www.pmo.gov.my pada 28 Oktober 2020.
Due to its apparent centrality in several
conceptualizations of how to address the digital divide,
this study highlights the heterogeneous development of
so-called online abilities. Three major performance
evaluations look at how age, gender, educational
attainment, and the effectiveness and regularity of using
the Services affect results. Knowledgeable with the ways
of the Internet. There seems to be a generational
deterioration in one's proficiency with any given media.
However, when comparing ages on content-specific
talents, the older age bracket always comes out on top.
Their inexperience with the medium is holding them back
and will have disastrous results. Studies of digital literacy
have paid little attention to this result, if they are aware
of it at all. The capacity to make productive use of the
Internet in technological and material settings seems to be
strongly impacted by educational level. Previous research
has shown that people learn digital capabilities best via a
combination of classroom teaching and hands-on
practise. Time spent online only benefits non-medium-
specific skills. This would imply that prolonged exposure
to digital media does not lead to gains in skill related to
processing digital material, regardless of how long one
spends doing so or how often. The latter has a smaller
effect on general skill levels. The study examined the
performance of male and female students in both virtual
and brick-and-mortar classrooms. The research found
that regardless of the kind of instruction used, there was
a statistically significant variation in the GPAs of the
participants based on gender. Male and female students
had similar perspectives on virtual and conventional
classrooms.
Keywords :
Online Learning, Traditional Textbook, Traditional Classroom, Traditional Learning.