Impact of Technology Usage and Improved Teaching Styles on Effective Learning of Students: The Moderating Effect of Resistance to Change
DOI:
https://doi.org/10.32890/gbmr2019.11.1.9323Keywords:
Teaching Style, Learning, Resistance, Change, TechnologyAbstract
This study aims to empirically investigate and verify the impact of effective learning techniques that can help and aid in effective learning. This study tends to focus the education sector and tries to find out that how can students use advanced technology for the effective learning of students. In order to collect the data from the respondents, a survey method was conducted by distributing questionnaires in the students. 410 responses were collected using a non-probability convenience sampling technique. The data analysis was done by using SPSS (Statistical Package for Social Sciences). Findings show that resistance to change strengthens the positive relationship between the motivation of technology usage and student perception for effective learning. The results provide helpful information to the policymakers and academic institutes from which they could develop and improve appropriate strategies and provide essential assistance to the teachers in educational institutes.
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References
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Jessee, S. A., O’Neill, P. N., & Dosch, R. O. (2006). Matching Student Personality Types and Learning Preferences to Teaching Methodologies. Journal of Dental Education, 70(6), 644–651. https://doi.org/10.1007/s00468-008-0235-6
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Arens, A. K., & Möller, J. (2016). Dimensional comparisons in students’ perceptions of the learning environment. Learning and Instruction, 42, 22–30. https://doi.org/10.1016/j.learninstruc.2015.11.001
Bandura, A. (1978). Social Learning Theory of Aggression. Journal of Communication, 28(3), 12–29. https://doi.org/10.1111/j.1460-2466.1978.tb01621.x
Bandura Albert. (1994). Self-Efficacy. Self-Efficacy.
Bartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C., & Vlachopoulos, S. (2018). Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53, 50–63. https://doi.org/10.1016/j.learninstruc.2017.07.006
Bevilacqua, D., Davidesco, I., Wan, L., Oostrik, M., Chaloner, K., Rowland, J., ... Dikker, S. (2018). Brain-to-Brain Synchrony and Learning Outcomes Vary by Student–Teacher Dynamics: Evidence from a Real-world Classroom Electroencephalography Study. Journal of Cognitive Neuroscience, 1–11. https://doi.org/10.1162/jocn_a_01274
Bligh, D. (1993). Learning to teach in higher education. In Studies in Higher Education (Vol. 18). https://doi.org/10.1080/03075079312331382498
Brattesani, K. A., Weinstein, R. S., & Marshall, H. H. (1984). Student perceptions of differential teacher treatment as moderators of teacher expectation effects. Journal of Educational Psychology, 76(2), 236–247. https://doi.org/10.1037/0022-0663.76.2.236
Burke, C., Goldin, C., & Katz, L. F. (2009). The Race between Education and Technology. The Journal of American History, 96(1), 246. https://doi.org/10.2307/27694819
Chatterji, A. K. (2018). Innovation and American K–12 Education. Innovation Policy and the Economy, 18, 27–51. https://doi.org/10.1086/694406
Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers and Education, 105, 14–30. https://doi.org/10.1016/j.compedu.2016.11.005
Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta- analysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/j.edurev.2013.01.001
Chou, C., Peng, H., & Chang, C. Y. (2010). The technical framework of interactive functions for course-management systems: Students’ perceptions, uses, and evaluations. Computers and Education, 55(3), 1004–1017. https://doi.org/10.1016/j.compedu.2010.04.011
Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America.
Cuseo, J. (2018). Student–Faculty Engagement. New Directions for Teaching and Learning, 2018(154), 87–97. https://doi.org/10.1002/tl.20294
De Smul, M., Heirweg, S., Van Keer, H., Devos, G., & Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214–225. https://doi.org/10.1016/j.tate.2018.01.001
Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38(3), 181– 199. https://doi.org/10.3102/0013189X08331140
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533–568. https://doi.org/10.1016/S0959-4752(02)00025-7
Dow, J., & Perotti, E. C. (2013). Resistance to Change. Ssrn, 14(5), 745–766.
https://doi.org/10.2139/ssrn.2356936
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Ellis, H. D., Whitley, J., & Luauté, J. P. (1994). Delusional misidentification:The three original papers on the Capgras, Frégoli and intermetamorphosis delusions. History of Psychiatry, 5(17), 117–118. https://doi.org/10.1177/0957154X9400501708
Entwistle, N. (2018a). Effects of Teaching – Learning Environments on Student Learning. In Student Learning and Academic Understanding (pp. 199–233). https://doi.org/10.1016/B978-0-12-805359-1/00011-5
Entwistle, N. (2018b). Researching Student Learning. In Student Learning and Academic Understanding (pp. 3–11). https://doi.org/10.1016/B978-0-12-805359-1.00001-2
Gallagher, S. (2017). The Physical Space of the Classroom and its Impact The Physical Space of the Classroom and its Impact on Creativity.
Garavan, T. N., Wilson, J. P., Cross, C., Carbery, R., Sieben, I., de Grip, A., ... Heaton, N. (2008). Mapping the context and practice of training, development and HRD in European call centres. Journal of European Industrial Training, 32(8), 612–728. https://doi.org/10.1108/03090590810918764
Gong, B., Ramkissoon, A., Greenwood, R. A., & Hoyte, D. S. (2018). The Generation for Change : Millennials, Their Career Orientation, and Role Innovation. Journal of Managerial Issues, (1), 82–97. https://doi.org/10.1002/hep.1840050606
Halász, G. (2018). Measuring innovation in education: The outcomes of a national education sector innovation survey. European Journal of Education, 53(4), 557–573. https://doi.org/10.1111/ejed.12299
Hamza, M., Inam-Ul-Haq, Hamid, S., Nadir, M., & Mehmood, N. (2018). Effect of moderate learning style-teaching mode mismatch on academic performance among 2nd year medical students in Pakistan. Indian Journal of Psychiatry, 60(1), 109–113. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_194_17
Heimlich, J. E., & Norland, E. (1994). Developing teaching style in adult education. https://doi.org/10.7818/ECOS.2014.23-3.15
Hidalgo-cabrillana, A., López-mayan, C., & Hidalgo-cabrillana, A. (2015). E CONOMIC A NALYSIS Teaching Styles and achievement : Student and Teaching Styles and achievement : Student and Teacher Perspectives ∗. Elsevier.
Hislop, D. (2005). Knowledge management in organizations; a critical introduction. - ProQuest.
Inam, F., Inam, A., Mian, M. A., Sheikh, A. A., & Awan, H. M. (2018). Forecasting Bankruptcy for organizational sustainability in Pakistan. Journal of Economic and Administrative Sciences, JEAS-05-2018-0063. https://doi.org/10.1108/JEAS-05-2018- 0063
Inquiry, D. S.-T. O. J. of Q., & 2018, undefined. (n.d.). University Students’ Resistance Behaviors: Sample of Anadolu University. Dergipark.Gov.Tr.
Jan, S., Hussain, A., Ibrahim, M., & Saeed, S. (2018). Use of internet by the teaching faculty of Peshawar Medical College, Peshawar, Khyber Pakhtunkhwa, Pakistan. Journal of the Pakistan Medical Association, 68(3), 459–462.
Jessee, S. A., O’Neill, P. N., & Dosch, R. O. (2006). Matching Student Personality Types and Learning Preferences to Teaching Methodologies. Journal of Dental Education, 70(6), 644–651. https://doi.org/10.1007/s00468-008-0235-6
Jones, G. R. (1986). Socialization Tactics, Self-Efficacy, and Newcomers’ Adjustments To Organizations. Academy of Management Journal, 29(2), 262–279. https://doi.org/10.2307/256188
Joo, Y., Park, S., Society, E. L.-J. of E. T. &, & 2018, undefined. (n.d.). Factors Influencing Preservice Teachers’ Intention to Use Technology: TPACK, Teacher Self-efficacy, and Technology Acceptance Model. Jstor.
Judson, T. J., Press, M. J., & Detsky, A. S. (2018). Saving without compromising: Teaching trainees to safely provide high value care. Healthcare.
https://doi.org/10.1016/j.hjdsi.2018.05.003
Kanter, J. S. (1985). The process of change in the chronic mentally ill: a naturalistic perspective. New Directions for Mental Health Services, 9(27), 33–46. https://doi.org/10.1002/yd.23319852706
Liao, S. (2003). Knowledge management technologies and applications—literature review from 1995 to 2002. Expert Systems with Applications, 25(2), 155–164. https://doi.org/10.1016/S0957-4174(03)00043-5
Liu, P. L., Chen, C. J., & Chang, Y. J. (2010). Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension. Computers and Education, 54(2), 436–445. https://doi.org/10.1016/j.compedu.2009.08.027
Liu, S., & Hallinger, P. (2018). Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model.
Educational Administration Quarterly, 54(4), 501–528. https://doi.org/10.1177/0013161X18769048
Madara, S. R., Maheshwari, P., & Selvan, C. P. (2018). Future of millennial generations: A review. 2018 Advances in Science and Engineering Technology International Conferences, ASET 2018, 1–4. https://doi.org/10.1109/ICASET.2018.8376927
Marchington, M., & Grugulis, I. (2000). “Best practice†human resource management: Perfect opportunity or dangerous illusion? International Journal of Human Resource Management, 11(6), 1104–1124. https://doi.org/10.1080/09585190050177184
Messersmith, J. G., Patel, P. C., Lepak, D. P., & Gould-Williams, J. (2011). Unlocking the black box: Exploring the link between high-performance work systems and performance. Journal of Applied Psychology, 96(6), 1105–1118. https://doi.org/10.1037/a0024710
Meuter, M. L., Bitner, M. J., Ostrom, A. L., & Brown, S. W. (2005). Choosing Among Alternative Service Delivery Modes: An Investigation of Customer Trial of Self-Service Technologies. Journal of Marketing, 69(2), 61–83. https://doi.org/10.1509/jmkg.69.2.61.60759
Mooney, E. B. (2018). Intentional Teaching with Technology. Source: The Mathematics Teacher, 111(4), 264–271. https://doi.org/10.5951/mathteacher.111.4.0264
Najam, U., Inam, A., Awan, H. M., & Abbas, M. (2018). The interactive role of temporal team leadership in the telecom sector of Pakistan: Utilizing temporal diversity for sustainable knowledge sharing. Sustainability (Switzerland), 10(5). https://doi.org/10.3390/su10051309
Neches R. Fikes RE., F. T. G. T. R. S. T., & WR., S. (1991). Enabling technology for knowledge sharing. AI Magazine, 12(3)(3), 36–56. https://doi.org/10.1609/aimag.v12i3.902
Ong, A. D., Bergeman, C. S., Bisconti, T. L., & Wallace, K. A. (2006). Psychological resilience, positive emotions, and successful adaptation to stress in later life. Journal of Personality and Social Psychology, 91(4), 730–749. https://doi.org% to sense of place. Society and Natural Resources, 16(8), 671–685. https://doi.org/10.1080/08941920309189
Sullivan, S. G. B., Hoiriis, K. T., & Paolucci, L. (2018). Description of a change in teaching methods and comparison of quizzes versus midterms scores in a research methods course. Journal of Chiropractic Education, 32(2), JCE-17-20. https://doi.org/10.7899/JCE-17-20
Sundberg, K., Josephson, A., Reeves, S., & Nordquist, J. (2017). Power and resistance: leading change in medical education. Studies in Higher Education, 42(3), 445–462. https://doi.org/10.1080/03075079.2015.1052735
Torrance, E. P. (1981). Predicting the Creativity of Elementary School Children (1958-80) — and the Teacher Who “Made a Difference.†Gifted Child Quarterly, 25(2), 55–62. https://doi.org/10.1177/001698628102500203
Van Klaveren, C. (2011). Lecturing style teaching and student performance. Economics of Education Review, 30(4), 729–739. https://doi.org/10.1016/j.econedurev.2010.08.007
Wagnild, G. (2009). A Review of the Resilience Scale. Journal of Nursing Measurement, 17(2), 105–113. https://doi.org/10.1891/1061-3749.17.2.105
Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and students academic performance. Education Policy Analysis Archives, 10, 12. https://doi.org/10.14507/epaa.v10n12.2002
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Published
30-06-2019
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Mehboob, M. M., Inam, A., Najam, U., Sheikh, A. A., & Awan, H. M. (2019). Impact of Technology Usage and Improved Teaching Styles on Effective Learning of Students: The Moderating Effect of Resistance to Change. Global Business Management Review (GBMR), 11(1), 1–27. https://doi.org/10.32890/gbmr2019.11.1.9323
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