'Technology saves us?’ Malaysian lecturers’ beliefs and readiness towards the application of technology-assisted student-centered learning

Authors

DOI:

https://doi.org/10.22515/jemin.v2i2.5960

Keywords:

lecturers’ beliefs and readiness, Malaysian lecturers, technology-assisted student-centered learning

Abstract

Although studies on technology-assisted student-centered learning (henceforth TA-SCL) is enormously growing in the recent years, few researchers concern on the current state of lecturers’ beliefs and readiness to implement TA-SCL. This study aims to explore Malaysian lecturers’ attitude in terms of beliefs and readiness to carry out TA-SCL approach in university context. A survey design under the procedure of quantitative research was applied to reach the objective. This study involved 207 lecturers teaching at some universities in Kuala Lumpur Malaysia who were selected using purposive sampling technique. The data were collected using a four-point Likert scale online questionnaire, and further analyzed in the forms of descriptive statistics using SPSS program. The results demonstrated that Malaysian lecturers hold a high level of beliefs about the application of TA-SCL in their universities. The finding further revealed that they possessed significant degree of readiness to implement TA-SCL in their teaching activities. These findings leave some implications for the integration of technology for educational purpose, particularly to enhance the efficacy of student-centered learning. This study portrays clear picture of Malaysian lecturers’ current beliefs and readiness towards the TA-SCL, as well as offers fruitful insights for educational stakeholders in Malaysia to begin acknowledge this approach in university learning activities.

Downloads

Download data is not yet available.

Author Biographies

Siti Amaliya Mohd Radyi, Faculty of Entrepreneurship and Business, Kuala Lumpur Metropolitan University College, Malaysia

Siti Amaliya Mohd Radyi is a senior lecturer at Kuala Lumpur Metropolitan University College Malaysia. Her areas of research are community engagement, CSR, and technology in education. She can be contacted via email samaliya.mradyi@klmuc.edu.my. 

Scopus: https://www.scopus.com/authid/detail.uri?authorId=57194391994

Google scholar: https://scholar.google.com/citations?user=cmZamLEAAAAJ&hl=en

 

Azri Bin Usman, School of Arts, Science and Technology, Perdana University, Malaysia

Azri bin Usman is a lecturer at Perdana university Malaysia. His research covers or education leadership, organization management, and technology. He is available at email Azri555@yahoo.com.

Scopus: https://www.scopus.com/authid/detail.uri?authorId=57194594575

References

Abdigapbarova, U., & Zhiyenbayeva, N. (2022). Organization of student-centered learning within the professional training of a future teacher in a digital environment. Education and Information Technologies, 27(6), 1-15. https://doi.org/10.1007/s10639-022-11159-5

Ahmed, V., & Opoku, A. (2022). Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic. Education and information technologies, 27(1), 365-405. https://doi.org/10.1007/s10639-021-10706-w

Andersen, I. G., & Andersen, S. C. (2017). Student-centered instruction and academic achievement: Linking mechanisms of educational inequality to schools’ instructional strategy. British Journal of Sociology of Education, 38(4), 533-550. https://doi.org/10.1080/01425692.2015.1093409

Asoodeh, M. H., Asoodeh, M. B., & Zarepour, M. (2012). The impact of student-centered learning on academic achievement and social skills. Procedia-Social and Behavioral Sciences, 46, 560-564. https://doi.org/10.1016/j.sbspro.2012.05.160

Bahari, A. (2022). Affordances and challenges of technology-assisted language learning for motivation: A systematic review. Interactive Learning Environments, 30(1), 1-21. https://doi.org/10.1080/10494820.2021.2021246

Benlahcene, A., Lashari, S. A., Lashari, T. A., Shehzad, M. W., & Deli, W. (2020). Exploring the Perception of Students Using Student-Centered Learning Approach in a Malaysian Public University. International Journal of Higher Education, 9(1), 204-217. https://doi.org/10.5430/ijhe.v9n1p204

Bujang, S. D. A., Selamat, A., Krejcar, O., Maresova, P., & Nguyen, N. T. (2020, April). Digital learning demand for future education 4.0—Case studies at Malaysia education institutions. In Informatics, 7(2), 13-23. https://doi.org/10.3390/informatics7020013

Capone, R. (2022). Blended learning and student-centered active learning environment: a case study with STEM undergraduate students. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 210-236. https://doi.org/10.1007/s42330-022-00195-5

Ceylan, V. K., & Kesici, A. E. (2017). Effect of blended learning to academic achievement. Journal of Human Sciences, 14(1), 308-320. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/4141

Chen, C. H., & Tsai, C. C. (2021). In-service teachers' conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning. Computers & Education, 170, 104224. https://doi.org/10.1016/j.compedu.2021.104224

Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating qualitativeand qualitative research.

Degner, M., Moser, S., & Lewalter, D. (2021). Digital media in institutional informal learning places: A systematic literature review. Computers and Education Open, 3, 100068. https://doi.org/10.1016/j.caeo.2021.100068

Dunbar, K., & Yadav, A. (2022). Shifting to student-centered learning: Influences of teaching a summer service-learning program. Teaching and Teacher Education, 110, 103578. https://doi.org/10.1016/j.tate.2021.103578

Fugard, A. J., & Potts, H. W. (2015). Supporting thinking on sample sizes for thematic analyses: a quantitative tool. International Journal of Social Research Methodology, 18(6), 669-684. https://doi.org/10.1080/13645579.2015.1005453

Hannafin, M. J., Hill, J. R., Land, S. M., & Lee, E. (2014). Student-centered, open learning environments: Research, theory, and practice. In Handbook of research on educational communications and technology (pp. 641-651). Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_51

Hight, M. O., Nguyen, N. Q., & Su, T. A. (2021). Chemical anthropomorphism: acting out general chemistry concepts in social media videos facilitates student-centered learning and public engagement. Journal of Chemical Education, 98(4), 1283-1289. https://doi.org/10.1021/acs.jchemed.0c01139

Izhar, N. A., Al-Dheleai, Y. M., & Ishak, N. A. (2021). Education continuation strategies during COVID-19 in Malaysia. International Journal of Academic Research in Business and Social Sciences, 11(4), 1423-1436. http://dx.doi.org/10.6007/IJARBSS/v11-i4/9840

Katawazai, R. (2021). Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges. Heliyon, 7(5), e07076. https://doi.org/10.1016/j.heliyon.2021.e07076

Khoury, O. (2022). Perceptions of Student-centered Learning in Online Translator Training: Findings from Jordan. Heliyon, 8(6), e09644. https://doi.org/10.1016/j.heliyon.2022.e09644

Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational technology research and development, 64(4), 707-734. https://doi.org/10.1007/s11423-015-9422-5

Mehrvarz, M., Heidari, E., Farrokhnia, M., & Noroozi, O. (2021). The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance. Computers & Education, 167, 104184. https://doi.org/10.1016/j.compedu.2021.104184

Muñoz, J. L. R., Ojeda, F. M., Jurado, D. L. A., Peña, P. F. P., Carranza, C. P. M., Berríos, H. Q., ... & Vasquez-Pauca, M. J. (2022). Systematic Review of Adaptive Learning Technology for Learning in Higher Education. Eurasian Journal of Educational Research, 98(98), 221-233. https://www.ejer.info/index.php/journal/article/view/707

Munir, F., Anwar, A., & Kee, D. M. H. (2021). Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan. International Review of Research in Open and Distributed Learning, 22(4), 1-21. https://doi.org/10.19173/irrodl.v22i4.5637

Osman, S. Z. M., Jamaludin, R., & Iranmanesh, M. (2015). Student centered learning at USM: What lecturer and students think of this new approach?. Journal of Education and Practice, 6(19), 264-277. https://www.iiste.org/Journals/index.php/JEP/article/view/24188

Prifti, R. (2022). Self–efficacy and student satisfaction in the context of blended learning courses. Open Learning: The Journal of Open, Distance and e-Learning, 37(2), 111-125. https://doi.org/10.1080/02680513.2020.1755642

Qutieshat, A. S., Abusamak, M. O., & Maragha, T. N. (2020). Impact of blended learning on dental students' performance and satisfaction in clinical education. Journal of dental education, 84(2), 135-142. https://doi.org/10.21815/JDE.019.167

Rollakanti, C. R., Naidu, V. R., Manchiryal, R. K., & Poloju, K. K. (2020). Technology-Assisted Student-Centered Learning for Civil Engineering Students. In Sustainable Development and Social Responsibility—Volume 1 (pp. 179-185). Springer, Cham. https://doi.org/10.1007/978-3-030-32922-8_18

Sabah, S., & Du, X. (2018). University faculty’s perceptions and practices of student centered learning in Qatar: Alignment or gap?. Journal of Applied Research in Higher Education, 10(4), 514-533. https://doi.org/10.1108/JARHE-11-2017-0144.

Samsudin, M. A. (2021). Digital Learning Landscape in Malaysia during the COVID-19 Pandemic: The Perspective of Ecological Techno-Subsystem Theory. Journal of International Cooperation in Education, 24(2), 131-151. http://doi.org/10.15027/51953

Sarvary, M. A., Castelli, F. R., & Asgari, M. (2022). Undergraduates' experiences with online and in-person courses provide opportunities for improving student-centered biology laboratory instruction. Journal of Microbiology & Biology Education, 23(1), 1-9. https://doi.org/10.1128/jmbe.00289-21

Shadiev, R., & Dang, C. (2022). A systematic review study on integrating technology-assisted intercultural learning in various learning context. Education and Information Technologies, 27, 6753-6785. https://doi.org/10.1007/s10639-021-10877-6

Temban, M. M., Hua, T. K., & Said, N. E. M. (2021). Exploring informal learning opportunities via youtube kids among children during COVID-19. Academic Journal of Interdisciplinary Studies, 10(3), 272-272. https://doi.org/10.36941/ajis-2021-0083

Tsao, S. F., Chen, H., Tisseverasinghe, T., Yang, Y., Li, L., & Butt, Z. A. (2021). What social media told us in the time of COVID-19: a scoping review. The Lancet Digital Health, 3(3), e175-e194. https://doi.org/10.1016/S2589-7500(20)30315-0

Turdieva, M. J., & Olimov, K. T. (2021). Game Technologies as An Innovative Type of Student-Centered Education. The American Journal of Social Science and Education Innovations, 3(02), 183-187. https://doi.org/10.37547/tajssei/Volume03Issue02-29

Wahyuningsih, E., & Baidi, B. (2021). Scrutinizing the potential use of Discord application as a digital platform amidst emergency remote learning. Journal of Educational Management and Instruction, 1(1), 9-18. https://doi.org/10.22515/jemin.v1i1.3448

Wang, J., & Song, B. (2022). Impacts of Mobile-Game-Based Collaborative Prewriting on EFL Students’ Individual Writing in Student-Centered Class Context. The Asia-Pacific Education Researcher, 31(1), 1-12. https://doi.org/10.1007/s40299-022-00645-6

Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59-73. https://doi.org/10.1080/1475939X.2020.1854337

Yeung, M. W., & Yau, A. H. (2022). A thematic analysis of higher education students’ perceptions of online learning in Hong Kong under COVID-19: Challenges, strategies and support. Education and Information Technologies, 27(1), 181-208. https://doi.org/10.1007/s10639-021-10656-3

Yusuf, B. N., & Ahmad, J. (2020). Are we prepared enough? A case study of challenges in online learning in a private higher learning institution during the Covid-19 outbreaks. Advances in Social Sciences Research Journal, 7(5), 205-212. https://doi.org/10.14738/assrj.75.8211

Zhang, R., & Zou, D. (2022). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 35(4), 696-742. https://doi.org/10.1080/09588221.2020.1744666

Downloads

Submitted

2022-12-08

Accepted

2022-12-17

Published

2022-12-18

How to Cite

Radyi, S. A. M. ., & Usman, . A. B. . (2022). ’Technology saves us?’ Malaysian lecturers’ beliefs and readiness towards the application of technology-assisted student-centered learning. Journal of Educational Management and Instruction (JEMIN), 2(2), 101–111. https://doi.org/10.22515/jemin.v2i2.5960

Issue

Vol. 2 No. 2 (2022): December 2022

Section

Articles

License

Copyright (c) 2022 Siti Amaliya Mohd Radyi, Azri Bin Usman

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of Educational Management and Instruction is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Automotive Experiences is published under the terms of the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). Authors retain copyright and grant the journal right of first publication (online and print) with the work simultaneously. We use the restrictive license (non-commercial) as follows:

BY (attribution): Users are allowed to share, distribute and redistribute the published article in any medium or format, with an identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published and an acknowledgment of its initial publication in this journal.

NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories and indexation services, even if these services operate on a commercial basis. Authors grant Journal of Educational Management and Instruction explicit the right to include the published articles in databases, repositories and indexation services.

License

License to Publish
The non-commercial use of the article will be governed by the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). The author hereby grants Journal of Educational Management and Instruction an exclusive publishing and distribution license in the manuscript include tables, illustrations or other material submitted for publication as part of the manuscript (the “Article”) in print, electronic and all other media (whether now known or later developed), in any form, in all languages, throughout the world, for the full term of copyright, and the right to license others to do the same, effective when the article is accepted for publication. This license includes the right to enforce the rights granted hereunder against third parties.

Author's Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

User Rights
Under the Creative Commons Attribution-Non Commercial 4.0 International (CC BY-NC 4.0) license, the author(s) and users are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Users must give appropriate credit, provide a link to the license, and indicate if changes were made.

Rights of Authors
Authors retain the following rights:

  1. Copyright, and other proprietary rights relating to the article, such as patent rights,
  2. The right to use the substance of the article in future own works, including lectures and books,
  3. The right to reproduce the article for own purposes, provided the copies are not offered for sale, and
  4. The right to self-archive the article.

Co-authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.