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The aim of this study is to assess e-learning acceptance by students, using data collected from 377 students at three public universities in Thailand. Using the E-learning Acceptance Measure (Teo, 2010b), participants gave their responses to 21 statements on three factors hypothesised to measure e-learning: tutor quality, perceived usefulness, and facilitating conditions. Results showed that university students in Thailand have an above average level of e-learning acceptance (mean=111.36 out of 147). Among the user domains, age and perceived competence correlated significantly with the factors in ElAM. Using MIMIC modelling, students' elearning acceptance was found to be significantly different by age and perceived competence. [ABSTRACT FROM AUTHOR]

This paper describes the impact of the degrees of realism (unrealistic, moderately realistic and highly realistic) of the pedagogical agent on student's achievement during online learning in terms of gender. Three modes of the e-learning portal with appropriate degrees of realism, namely, Online Learning with a Cartoon Pedagogical Agent (OLCPA), Online Learning with a Moderately Realistic Pedagogical Agent (OLMRPA) and Online Learning with a Highly Realistic Pedagogical Agent (OLHRPA) were developed and implemented. A quasi-experimental 3x2 factorial design was employed; independent variables were three degrees of realism, the dependent variable was achievement scores, and the moderator variable was gender of students. The subjects were 130 Form Four students (16 years old) from Malaysian secondary schools who were randomly assigned to groups. Analysis of variance (ANOVA) was employed to analyze data. The findings of the study suggest that there was no significant difference in the students' achievement among the three degrees of realism in terms of their genders; both genders achieved almost the same across different degrees of realism. The reasons for the observed results are discussed and elaborated. [ABSTRACT FROM AUTHOR]

With rapid emergence to the birth of the knowledge era, an active and interactive learning environment is fundamental to any teaching and learning process. Over time, negative implications of traditional learning environment are mounting, and measures must be taken to challenge it. With extensive research on available learning tools, it has become more feasible to provide our students with better learning opportunities. Such was the anticipation in the Malaysian educational context. Hence, this paper aims to address qualitative findings of a study on self-regulated learning strategies conveyed through the proposed interactive e-learning community (iELC). In duration of eight weeks, students (n =50) from regular national secondary schools were subjected to online learning tasks aimed to advance strategies on self-regulated learning. To date, strategies of self-regulated learning have been perceived as key to learner to succeed academically and after the schooling years. By means of semi-structured interview, data were collected from small group and one-to-one perception. Results were directed at the overall development of self-regulated learning strategies and its diffusion in the iELC discussion platform. Conclusively, these findings add significantly to the understanding of self-regulated learning strategies in an online learning environment. [Copyright &y& Elsevier]

This research explored the experiences of owning and using laptops among three secondary school teachers in Malaysia. They were granted personal laptops by the Ministry of Education through the Teaching and Learning of Science and Mathematics in English, or known as Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI) programme. This document has no comments. PPSMI was aimed at enhancing the teaching of these subjects in English with the aid of technology. The research adopted a case study qualitative approach using semi-structured interviews. Three in-depth interviews were audio recorded in the teachers' schools, transcribed and analysed. Several themes related to the benefits and challenges of owning and using laptops emerged from these interviews. This paper, therefore, also seeks to discuss these themes in detail. [ABSTRACT FROM AUTHOR]

As computers becomes more ubiquitous in our everyday lives, educational settings are being transformed where educators and students are expected to teach and learn, using computers (Lee, 2003). This study, therefore, explored pre-service teachers' self reported future intentions to use computers in Singapore and Malaysia. A survey methodology was employed such that validated items from past relevant research work were adopted. Based on the Technology Acceptance Model (TAM), 495 completed surveys of pre-service teachers were collected from both countries. Structural Equation Modeling (SEM) was implemented on the data captured. This study contributes to the growing multi-cultural studies on TAM by demonstrating that perceived usefulness (PU), perceived ease of use (PEU) and computer attitudes (CA) to be significant determinants of both Singaporean and Malaysian pre-service teachers' behavioral intention (BI). Differences were, however, detected between Singaporean and Malaysian pre-service teachers in terms of PU, PEU and CA but no differences were detected in BI with regards to technology acceptance. [ABSTRACT FROM AUTHOR]

Computers and online learning are rapidly becoming important components in fundamental curriculum of Malaysian educational systems. In Malaysia, the computer and online learning curriculum have been incorporated into all levels of the educational systems. However, the instructional effectiveness of computer and online learning are related to many factors including students' attitudes towards these technologies. Hence, positive attitudes towards computers and online learning are important variables to be studied among pre-service teachers. The main purpose of this study is to examine the attitudes of pre-service teachers at Universiti Putra Malaysia toward computer and online learning and its relationships. In addition, the relationship between this attitudes and the usage of computer and online learning is also studied. The findings indicate that pre-service teachers have positive attitudes towards computers and online learning. The correlation between students' attitude towards computers and online learning was significant. [ABSTRACT FROM AUTHOR]

Self-regulated learning is a vital skill in IT-integrated learning environment. Its importance becomes evident after the explosion of Information Technology (IT). There is now substantial body of research showing that learning in IT-integrated environment is an active, and constructive process. It may be related to the learner's serf-attribute such as their information literacy and attitudes towards IT. This study aims to examine the relationships between self-regulated learning, information literacy and attitudes towards IT among smart school students. Self-regulated learning was gauged by the Motivated Strategies for Learning Questionnaire (MSLQ) while attitudes towards IT were measured with the Attitudes towards IT Scale. An Information Literacy Scale was built specifically to measure students' information literacy. Its validity and reliability were established in this study. A total of 322 students from two randomly chosen smart schools were sampled. Findings revealed that students' self-regulated learning was positively and significantly related to their information literacy (r=.42, p<.01 ) and attitudes towards IT (r=.37, p<.01). Further analyses on specific self-regulated learning strategies suggest that students' information literacy is more related to their usage of cognitive and metacognitive strategies, while attitudes towards IT is more related to the use of resource management strategies. Self-Regulated Learning in IT-integrated Learning Environment: Its Relationships with Information Literacy and Attitudes towards IT. [ABSTRACT FROM AUTHOR]

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The purpose of this study was to measure pre‐service teachers’ attitudes toward information technology (IT) after completing a discrete IT course taught in a student centred‐learning (SCL) environment during laboratory sessions. Evidence from this study suggests that there was a positive shift in the participants’ attitudes toward IT. Pre‐test results showed that IT‐competent participants who regarded IT as useful had more confidence and less aversion toward IT. Post‐test results showed increased mean scores on all three dependent variables with no differences between IT‐competent and low IT‐competent participants. The results were supported by interviews which indicate that after completing the IT course, participants were more independent, more creative and possessed collaborative learning skills. The results suggest that infusing SCL into a discrete IT course can help promote and enhance positive attitudes toward IT and enable students to be active participants in their own learning process. [ABSTRACT FROM AUTHOR]

Much has been said about the benefits of the Internet as a teaching and learning tool but to realize these benefits, teachers must be willing and able to use the Internet effectively in their teaching. Studies have also clearly shown that the likeliness of teachers using the Internet effectively and the success of Internet utilization was very much related to the users' attitudes toward the Internet (Liaw, 2002; Moon & Kim, 2001; Johnson & Hignite, 2000). This paper describes a study on pre-service teachers with differing levels of Internet experience, at one of the premier universities in Malaysia, to assess their Internet use and attitudes toward the Internet. The study is exploratory in essence and seeks to ascertain the comfort level of pre-service teachers where the Internet is concerned and hence to provide a glimpse of the future of the Internet in education within the Malaysian context. [ABSTRACT FROM AUTHOR]

The use of gamification and AR technology is found to have the capacity to enhance students' interest. In this study, the researchers chose a class in a vocational college in China as a specific case that used the gamified AR mobile application, called XploreRAFE+. This study aimed to explore the use of XploreRAFE+ in the formation of learners' interest in order to answer the research question: What is the process of interest formation among vocational college students in a gamified AR environment, and how does it sustain students' motivation in learning English? The data for the study were collected via observations, interviews, and document analysis. The findings of the study indicated that in a gamified AR environment, vocational college students' interest was triggered by piquing curiosity. This then led to optimal learning experiences, where eventually the students began to have positive perceptions of English lessons and were motivated to extend learning experience on their own. These three components of interest formation formed a dynamic loop where interest formation was developed in a cyclical process. It is proposed that a cyclical formation of interest developed through a gamified AR environment over time could sustain learners' motivation. [ABSTRACT FROM AUTHOR]

The unexpected outbreak of COVID-19 pandemic forced most teachers across the globe to switch their teaching from traditional face-to-face to online without having received adequate preparation and knowledge related to online teaching. To better comprehend teachers' willingness to conduct emergency remote teaching during the worldwide crisis, the current study was designed to examine teachers' intentions and, in particular, the factors affecting their behavioral intentions to teach online, by contextualizing the research in the English language teaching settings in China. The research model was developed based on an extended technology acceptance model (TAM) by adding subjective norm, self-efficacy, technological complexity, and facilitating conditions into the original TAM. The data were obtained from a total of 287 respondents including 228 (79.4%) female teachers and 59 (20.6%) male teachers via online questionnaires. The questionnaire was developed by adapting previously validated instruments and then refined by two educational technology experts in order to better suit the current study. The empirical findings, using structural equation modeling (SEM), showed that the extended TAM was valid in predicting English language teachers' intentions to teach online during the pandemic normalization. At the same time, the findings suggested that teachers' intentions were influenced significantly by attitude, facilitating conditions, and self-efficacy; language teachers' attitude toward online teaching was significantly affected by both its perceived usefulness and perceived ease of use; perceived usefulness had a significant association with perceived ease of use and subjective norms; and perceived ease of use was significantly impacted by self-efficacy and facilitating conditions. Perceived usefulness was not suggested as a significant determinant of English language teachers' intentions to adopt online teaching. Despite some limitations, the study has several implications from the perspective of theory and practice. The more factors with a higher influence should be determined from different perspectives in future research.

Research on online faculty professional development (OFPD) in higher education has increased in recent years. As there is, nevertheless, a scarcity of quantitative investigations on research publications in this area, a bibliometric analysis of 248 publications collected from the Scopus database was conducted. Biblioshiny and VOSviewer software tools were used for descriptive and network analyses. The research results showed that the overall trend of publication in this domain increased steadily at an annual growth rate of 14.11% during the past 25 years. Journal of Asynchronous Learning Network and Computers and Education ranked the highest among journals with regard to publication number and citation number, respectively. With a total of 298 citations to his paper, Peter Shea was ranked the most impactful author while Maria Northcote, with five publications, was the most productive. In terms of geographical location of research activity, America played the leading role, with Asia emerging in this field. The publication entitled " A Research Agenda for Online Teacher Professional Development " by Dede et al. topped the list for both total citations and average yearly citations. As to recent trends, teacher professional development through online teaching was emergent partly due to the outbreak of Covid-19. Pedagogy training, online community building, and facilitating online teachers were the themes that researchers favored. The study will contribute toward better understanding of the existing literary landscape of research on OFPD given the potential of OFPD in enhancing faculty's effectiveness in their classrooms and over the course of their teaching careers., Competing Interests: Competing interestsThe authors declare that they have no competing interests., (© The Author(s) 2022.)