Freshmen’s Technological Expertise and Distance Learning Readiness: A Convergent Parallel Design
DOI:
https://doi.org/10.54536/ajsts.v3i1.2423Keywords:
Technological Expertise, Distance Learning Readiness, Mixed MethodAbstract
This convergent parallel mixed methods study primarily focused on technological expertise and distance learning readiness of freshmen students. The study had two phases: the quantitative phase and the qualitative phase. In the quantitative phase, results found that technological expertise and distance learning readiness were highly correlated with each other, with an R-value of .828 and a p-value of 0.000. In the qualitative phase, four themes were extracted: Technological Tools as a Significant Factor in Distance Education, Technological Expertise as Influenced by Minor Skills and Educational Courses, Technological Use Due to Education’s Status Quo, Challenges in Technological Availability, and Technological Background. The results showed a merging and converging characteristic of both data. The lived experiences of the freshmen students showed that technological tools, which are an indicator of technological expertise, are also a factor to be considered in distance learning readiness.
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Copyright (c) 2024 Jordan B. Mallari, Ivy T. Lozarita, John Harry S. Caballo, Jobert C. Regidor
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