Dissertation
Digital equipment and tools and the mode of teaching
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Digital equipment and tools and the mode of teachingThe findings of this study reveal that the current state of digital equipment and tools (DET) has no major influence on the mode of teaching (MoT) in the context of mechanical engineering education in Ghanaian technical universities. In contrast to previous research that emphasizes the significance of digital equipment and tools in transforming teaching practices (e.g., Falloon, 2020; Kwon et al., 2019) these findings indicate that digital equipment and tools have little impact on the transformation of teaching practices. The lack of a significant relationship between DET and MoT in this study may be attributable to insufficient teacher training, insufficient technical support, or educator resistance to change. This can be discussed in relation to the second-order barriers identified by (Tsai et al., 2020), which relate to the beliefs, attitudes, and technological knowledge of teachers. The current condition of digital equipment and tools has no significant effect on the teaching method. 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. Future research could include objective measurements of digital apparatus and tools, as well as the mode of instruction, in an effort to address this issue. In spite of these limitations, the study provides important insights into the relationship between digital apparatus and tools and the mode of instruction in Ghanaian technical universities. Findings suggest that providing digital equipment and tools alone may not be sufficient to alter teaching 187ractices. Instead, a more comprehensive strategy is required, one that includes aspects such as teacher training, technical support, and addressing potential change resistance. 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. Explore the factors that contribute to the absence of a significant relationship between DET and MoT and identify strategies for a more effective integration of digital apparatus and tools into teaching 187ractices.. Download 2.1 Mb. Share with your friends:
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