Search results

1 – 2 of 2
Per page
102050
Citations:
Loading...
Available. Open Access. Open Access
Article
Publication date: 4 July 2024

Fanny Pettersson, Josef Siljebo, Simon Wolming and Magnus Ferry

In the so-called digital age, there is a basic assumption that digitalization entails rapid and dramatic change in schools, education and society. However, a challenge for…

1345

Abstract

Purpose

In the so-called digital age, there is a basic assumption that digitalization entails rapid and dramatic change in schools, education and society. However, a challenge for educational research is to clarify what digitalization precisely means. This paper aims to develop, test, and validate a digital transformation scale (DTS). More specifically, the aim is to validate digitization, digitalization and digital transformation as hierarchical levels of sociocultural learning in school and education by using cultural-historical activity theory (CHAT) as a framework.

Design/methodology/approach

An exploratory factor analysis (EFA), with principal-axis factoring as an extraction method, was used to examine the number of factors underlying the data.

Findings

Results show that the three dimensions in the DTS questionnaire explain 68% of the variance and that all dimensions show high internal consistency (a >0.87). This means that the internal structure of the DTS corresponded to the internal structure of the theory.

Research limitations/implications

The results show that the internal structure of the DTS corresponded to the internal structure of the theory and may be used quantitatively to analyze digital transformation in school organizations. However, further research is needed in other contexts and larger samples with the use of confirmatory factor analysis to develop knowledge in this area and the use of DTS.

Practical implications

This tool and theoretical construction could be used to discuss digital transformation in school and education, both local and in general. Seeing digitalization from a sociocultural perspective makes possible to conceptualize and discuss this as a process ranging from small technology investments on an individual level to digitalization as strategic and organizational development.

Originality/value

This DTS can be used quantitatively to study and analyze digital transformation in educational contexts and provides educational researchers with additional tools to articulate what they mean by digitalization.

Details

The International Journal of Information and Learning Technology, vol. 41 no. 4
Type: Research Article
ISSN: 2056-4880

Keywords

Access Restricted. View access options
Article
Publication date: 11 February 2022

Ngozi Clara Eli-Chukwu, Innocent Chiawa Igbokwe, Barnabas Ifebude, Daniel Nmadu, Wilfred Iguodala, Uzubi Uma, Robert Ugochukwu Onyeneke and Florence Ukamaka Akudo

The shutdown of normal face-to-face educational method of learning caused by the coronavirus disease 2019 (COVID-19) pandemic has made the education stakeholders reconsider and…

748

Abstract

Purpose

The shutdown of normal face-to-face educational method of learning caused by the coronavirus disease 2019 (COVID-19) pandemic has made the education stakeholders reconsider and rethink education anew in light of the emerging challenges and opportunities imposed on e-learning in higher education in Nigeria post COVID-19. This study investigates the challenges confronting e-learning in higher education in Nigeria amid COVID-19.

Design/methodology/approach

Drawing upon data collected through a structured questionnaire administered to 395 lecturers in various disciplines in private, state and federal universities in Nigeria, the study adopts a quantitative research method. The quantitative data were analyzed using descriptive statistics.

Findings

The findings indicate that Nigeria Higher Education Institutions (HEIs) are still in the early stage of adopting the e-learning mode of study. In addition, there was no existing e-learning curriculum before the pandemic. Also, adopting e-learning mode of teaching was an uphill task for both the lecturers and the learners, given the lack of experience in information and communications technology usage and inadequate infrastructure to support e-learning.

Research limitations/implications

A major limitation of the study is the inability to investigate the challenges facing students in using e-learning tools due to the unavailability of access to students during the lockdown. However, the limitations create opportunities for further studies into the subject matter.

Originality/value

The study is timely given that HEIs in Nigeria and some other countries in Africa are yet to adopt blended teaching methods. Literature reveals that most HEIs in Nigeria are using only brick and mortar mode of teaching despite the benefit of blended learning in a pandemic situation.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

1 – 2 of 2
Per page
102050