Dissertation
Digital infrastructure in education and the mode of teaching
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Digital infrastructure in education and the mode of teachingThe study reveals that the effect of digital infrastructure in education (TUDI) on the mode of instruction (MoT) is statistically significant and positive ( β = 0.536; SE = 0.121; t = 4.433; p = 0.000; f2 = 0.25). In the context of mechanical engineering education in Ghanaian technical universities, this indicates that improved digital infrastructure in education is associated with a shift in teaching methodology. The findings corroborate prior research (e.g., Selwyn, 2010; Starkey, 2019; Voogt et al., 2013); highlighting the significance of a robust digital infrastructure in fostering the integration of technology into teaching practises. The positive relationship between TUDI and MoT can be discussed in relation to Rogers’s (2003) theory of the diffusion of innovations. According to the theory, a robust digital infrastructure facilitates the adoption and integration of new technologies in teaching, which may result in modifications to instructional practises. The hypothesis that digital infrastructure in education has a significant and positive influence on the teaching method is accepted. However, it is essential to acknowledge the research’s limitations. First, the sample size and scope are restricted to mechanical engineering students at Ghanaian technical institutions, which may limit the generalizability of the findings to other disciplines or nations. Second, the study relies on student self-reported data, which may be susceptible to social desirability bias. To mitigate this issue, future research could integrate objective measures of digital infrastructure and mode of instruction. Thus, the study offers valuable insights into the connection between digital infrastructure in education and the mode of instruction in Ghanaian technical universities. The findings indicate that investing in a robust digital infrastructure can facilitate a shift in teaching practises, which may ultimately result in improved learning outcomes in mechanical engineering programmes. These insights can assist policymakers and educators in bridging the digital skills divide and improving the quality of engineering education through the use of disruptive technologies. However, additional research is required to investigate how various aspects of digital infrastructure, such as connectivity, hardware, software, and support services, contribute to changes in the mode of instruction and to identify strategies for more effective integration of digital infrastructure into teaching practises. Download 2.1 Mb. Share with your friends:
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