ArticleFrontiers in psychology2022
Fostering ICT Competencies in Blended Learning: Role of Curriculum Content, Material, and Teaching Strategies.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Perceptions of Dental Teachers about Blended Learning: A Qualitative Analysis.International journal of clinical pediatric dentistry · 2024Article
- Acceptance of Smart Technologies in Blended Learning: Perspectives of Chinese Medical Students.International journal of environmental research and public health · 2023Article
- Impact of entrepreneurial curriculum on entrepreneurial competencies among students: The mediating role of the campus learning environment in higher education.Frontiers in psychology · 2022Article
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Authors and funding
4 authors.
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Abstract
The study examined the direct and indirect influence of information communication technology (ICT)-integrated curriculum content, material, and teaching strategies on ICT competencies of students in blended learning. The ICT-integrated teaching strategies were used as a mediator in between the relationships of curriculum content, material, and ICT competencies. We used a survey questionnaire containing 26 items on the variables of research in this study. The data were collected from six universities in the Hunan Province of China. The target population consisted of undergraduate students of blended learning. In total, 486 participants participated in the study. Partial least squares-structural equation modeling (PLS-SEM) was applied to measure the relationships among variables. The results revealed that there were significant and positive relationships among ICT-integrated curriculum content, material, teaching strategies, and ICT competencies of students. Furthermore, it was also revealed that ICT-integrated teaching strategies in blended learning mediated the relationships in between ICT integrated curriculum content, material, and ICT competencies. It was concluded that the effective curriculum content, curriculum material, and teaching strategies are the critical predictors of ICT competencies. Moreover, teaching strategies worked as an intervening factor between the curriculum content, curriculum material, and ICT competencies. The practical implications and directions for future research are also presented in this study.
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