The Context of the Rapid Shift to Remote Instruction The COVID-19 pandemic necessitated an unprecedented, rapid global transition from traditional, face-to-face instruction to emergency remote teaching (ERT). This sudden migration represented one of the most significant disruptions in the history of higher education, profoundly impacting the attitudes of faculty, students, and administrators toward technology-mediated learning […]
Introduction to Personal Response Systems and Attitudinal Constructs Personal Response Systems (PRS), frequently known as “clickers” or Student Response Systems (SRS), represent a significant technological integration within modern pedagogical environments, particularly in higher education settings characterized by large lecture halls. These systems allow instructors to pose questions – typically multiple-choice or short answer – and […]
Introduction: Defining Attitudes in the Context of Programming Education Attitudes toward programming education represent a complex psychological construct that significantly influences an individual’s engagement, persistence, and ultimate success in learning computational skills. Unlike mere preference or transient emotion, an attitude is a relatively enduring organization of beliefs, feelings, and behavioral tendencies directed toward a specific […]
Introduction to Robotic Pedagogy and Instructional Agents The integration of robotic technology into educational settings represents a paradigm shift in pedagogy, introducing novel instructional agents designed to facilitate learning, provide personalized feedback, and manage routine educational tasks. These robot instructors, ranging from sophisticated humanoid entities capable of complex social interaction to more specialized functional robots […]
Introduction and Definition of Attitudes The rapid integration of Internet-mediated educational technology (IMET) into learning environments globally necessitates a deep understanding of the attitudes held by both students and instructors toward these tools. An attitude, in the psychological context, is defined as a relatively enduring organization of beliefs, feelings, and behavioral tendencies directed toward some […]
Defining Simulated Learning and Attitudes Attitudes toward simulated learning experiences represent a crucial area of psychological inquiry within educational and professional training contexts. Simulated learning is defined as the utilization of artificial environments, scenarios, or models that replicate real-world conditions, allowing individuals to practice complex skills and decision-making processes without the risk inherent in actual […]
Introduction to Tablets in Educational Settings The integration of digital devices, particularly tablet computers, into educational environments represents a significant paradigm shift in modern pedagogy. These devices, characterized by their portability, intuitive touch interfaces, and robust application ecosystems, offer compelling opportunities to enhance teaching methods and student engagement across various academic disciplines and age groups. […]
Defining Attitudes and Technology Assisted Learning (TAL) Attitudes toward technology assisted learning, often abbreviated as TAL, represent a complex psychological construct that dictates how individuals perceive, evaluate, and ultimately engage with educational processes mediated by digital tools and platforms. These attitudes are not merely fleeting opinions but rather enduring, learned predispositions to respond consistently favorably […]
Introduction to Attitudes in Technology-Enabled Learning (ATEL) The integration of technology into educational settings has fundamentally reshaped pedagogical practices across all levels, from primary schooling to advanced professional development. This transformation, often referred to as technology-enabled learning (TEL) or e-learning, encompasses a wide array of tools, platforms, and methodologies, including Learning Management Systems (LMS), massive […]
Introduction: Defining Video Lectures and Attitude Measurement The rapid expansion of digital pedagogy across higher education and professional training sectors has cemented the video lecture as a fundamental medium for content delivery. Defining the video lecture strictly involves recognizing it as a recorded presentation, often incorporating visual aids, delivered by an instructor, intended for asynchronous […]