Students’ Technology Preference and Computer Technology Applications in the Teaching and Learning of Physics Modules at the University Undergraduate Level in South Africa during the Covid-19 Pandemic
Dados Bibliográficos
| ID | 22045378 |
|---|---|
| Autores | Patrick Mukumba (0000-0001-5626-5356, University of Fort Hare), Ngwarai Shambira (0000-0002-3218-9659, University of Fort Hare, autor correspondente) |
| Ano | 2022 |
| Volume | 12 |
| Fascículo | 11 |
| Páginas | 771 |
| Data de publicação | 2022-10-30 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Education Sciences (JOURNAL) |
| Identificadores do periódico | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editora | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12110771 |
| OpenAlex | W4307942998 |
| Idioma | EN |
| Referências citadas | 48 |
This research aims to establish students’ technology preferences and computer technology applications in the teaching and learning of university physics modules during the COVID-19 pandemic. The proposed objectives were (a) to establish students’ technology preferences in physics modules for 2nd and 3rd-year undergraduate level students; (b) to establish students’ hardware technology preferences and hardware technology they own; (c) to determine relationships between technology preferences using Pearson’s correlation coefficient and (d) to determine the effectiveness of the integration of computer technology applications in the lecturer’s teaching and learning of physics modules. Forty-one students (58.5% male and 41.5% female) participated. The questionnaire data was examined utilising descriptive and inferential statistics. Based on the findings of this study, integrating technology in tertiary physics education is recommended as it may enhance the comprehension of abstract and difficult physics concepts
Comprehension · Descriptive statistics · Educational technology · Mathematics education · Medical education · Pandemic · Physics Education · Preference · Statistics · Computer Science · Digital literacy in education · Educational Technology and E-Learning · Mathematics · Medicine · Psychology · Technology-Enhanced Education Studies
Technology Enhanced Learning in higher education; motivations, engagement and academic achievement
Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic
Useful Teaching Strategies in STEMM (Science, Technology, Engineering, Mathematics, and Medicine) Education during the Covid-19 Pandemic
Assisted Discovery Based Learning of the Electric Force with Scaffolding for Novice Students
Lecturer Readiness for Online Classes during the Pandemic
Investigation of the Effect of Badges in the Online Homework System for Undergraduate General Physics Course
Assessing Undergraduate Students’ e-Learning Competencies
Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model
Online teaching and learning in higher education
Technostress in university students’ technology-enhanced learning
The first-level digital divide shifts from inequalities in physical access to inequalities in material access
Education in emergencies
| Altamente citado | Não |
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