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.
Downloads
References
Agasisti, T., Catalano, G., & Erbacci, A. (2018). How Resistance to Change Affects the Implementation of Accrual Accounting in Italian Public Universities: A Comparative Case Study. International Journal of Public Administration, 41(12), 946–956. https://doi.org/10.1080/01900692.2017.1301469
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.
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.
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 Mehboob, Inam, Najam, Sheikh & Awan Global Business Management Review 11(1) 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.
Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A metaanalysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/j.edurev.2013.01.
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.
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.
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-
Dow, J., & Perotti, E. C. (2013). Resistance to Change. Ssrn, 14(5), 745–766. Mehboob, Inam, Najam, Sheikh & Awan Global Business Management Review 11(1) 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-
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-
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. Mehboob, Inam, Najam, Sheikh & Awan Global Business Management Review 11(1) https://doi.org/10.4103/psychiatry.IndianJPsychiatry_194_
Heimlich, J. E., & Norland, E. (1994). Developing teaching style in adult education. https://doi.org/10.7818/ECOS.2014.23-3.
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-05-20180063
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-
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. Mehboob, Inam, Najam, Sheikh & Awan Global Business Management Review 11(1) https://doi.org/10.1016/j.hjdsi.2018.05.
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-
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.
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 Mehboob, Inam, Najam, Sheikh & Awan Global Business Management Review 11(1)
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/10.1037/00223514.91.4.730
Oreg, S. (2003). Resistance to change: Developing an individual differences measure. Journal of Applied Psychology, 88(4), 680–693. https://doi.org/10.1037/00219010.88.4.680
Osmani, M., Hindi, N. M., & Weerakkody, V. (2018). Developing Employability Skills in Information System Graduates. International Journal of Information and Communication Technology Education, 14(2), 17–29. https://doi.org/10.4018/IJICTE.2018040102
Overby, K. (2011). Student-Centered Learning. In SpringerReference (Vol. 9). https://doi.org/10.1007/SpringerReference_301990
Pajares, F., & Graham, L. (1999). Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students. Contemporary Educational Psychology, 24(2), 124–139. https://doi.org/10.1006/ceps.1998.0991
Pawlowska, D. K., Westerman, J. W., Bergman, S. M., & Huelsman, T. J. (2014). Student personality, classroom environment, and student outcomes: A person-environment fit analysis. Learning and Individual Differences, 36, 180–193. https://doi.org/10.1016/j.lindif.2014.10. Mehboob, Inam, Najam, Sheikh & Awan Global Business Management Review 11(1)
Renkl, A., Mandl, H., & Gruber, H. (1996). Inert knowledge: Analyses and remedies. Educational Psychologist, 31(2), 115–121. https://doi.org/10.1207/s15326985ep3102_
Rogers, C. R. (1956). Training Individuals to Engage in the Therapeutic Process. Psychology and Mental Health, pp. 76–92. https://doi.org/10.1037/10791-000
S.Yoon, J. (2002). Teacher Characteristics As Predictors of Teacher-Student Relationships: Stress, Negative Affect, and Self-Efficacy. Social Behavior and Personality: An International Journal, 30(5), 485–493. https://doi.org/10.2224/sbp.2002.30.5.485
Sawyer, R. K. (2004). Creative Teaching: Collaborative Discussion as Disciplined Improvisation. Educational Researcher, 33(2), 12–20. https://doi.org/10.3102/0013189X033002012
Schuhwerk, M. E., & Lefkoff-Hagius, R. (1995). Green or non-green? Does type of appeal matter when advertising a green product? Journal of Advertising, 24(2), 45–54. https://doi.org/10.1080/00913367.1995.10673475
Schwartz, B. L., & Efklides, A. (2012). Metamemory and memory efficiency: Implications for student learning. Journal of Applied Research in Memory and Cognition, 1(3), 145–151. https://doi.org/10.1016/j.jarmac.2012.06.
Sheikh, A. A., Inam, A., Rubab, A., Najam, U., Rana, N. A., & Awan, H. M. (2019). The Spiritual Role of a Leader in Sustaining Work Engagement: A Teacher-Perceived Paradigm. SAGE Open, 9(3), 215824401986356. https://doi.org/10.1177/2158244019863567
Sheikh, A. A., Rana, N. A., Inam, A., Shahzad, A., & Awan, H. M. (2018). Is e-marketing a source of sustainable business performance? Predicting the role of top management support with various interaction factors. Cogent Business & Management, 0(0), 1–22. https://doi.org/10.1080/23311975.2018.1516487
Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24, 569–608. https://doi.org/10.1007/s10648-012-9199-
Sparks, G. M. (1988). Teachers’ Attitudes Toward Change and Subsequent Improvements in Mehboob, Inam, Najam, Sheikh & Awan Global Business Management Review 11(1) Classroom Teaching. Journal of Educational Psychology, 80(1), 111–117. https://doi.org/10.1037/0022-0663.80.1.111
Stedman, R. C. (2003). Is it really just a social construction?: The contribution of the physical environment 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-
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.
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
Whitfield, K., & Poole, M. (1997). Organizing employment for high performance: Theories, evidence and policy. Organization Studies, 18(5), 745–764. https://doi.org/10.1177/017084069701800502
Woods, P., & Jeffrey, B. (1996). Teachable Moments: The Art of Creative Teaching in Primary School.
Zheng, C., & Lamond, D. (2010). Organisational determinants of employee turnover for Mehboob, Inam, Najam, Sheikh & Awan Global Business Management Review 11(1) multinational companies in Asia. Asia Pacific Journal of Management, 27(3), 423–443. https://doi.org/10.1007/s10490-009-9159-y
Zhu, H., Zeng, H., Zhang, H., Zhang, H., Wan, F., Guo, H., & Zhang, C. (2018). The preferred learning styles utilizing VARK among nursing students with bachelor degrees and associate degrees in China. Acta Paulista de Enfermagem, 31(2), 162–169. https://doi.org/10.1590/1982-0194201800024
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
Published
Issue
Section
License
Disclaimer
Global Business Management Review (GBMR) has taken all reasonable measures to ensure that material contained in this website is the original work of the author(s). However, the Journal gives no warranty and accepts no responsibility for the accuracy or the completeness of the material; no reliance should be made by any user on the material. The user should check with the authors for confirmation.
Articles published in the Global Business Management Review (GBMR) do not represent the views held by the editors and members of the editorial board. Authors are responsible for all aspects of their articles except the editorial screen design.
Submission of an article is done with the understanding that the article has not been published before (except in the form of an abstract or as part of a published lecture, or thesis) that it is not under consideration for publication somewhere else; that if and when the article is accepted for publication, the author's consent to automatic transfer of the copyright to the publisher.
