Frontiers in Educational Research, 2024, 7(1); doi: 10.25236/FER.2024.070106.
Jiawen Yu1,3, Sheiladevi Sukumaran1, Xinxiang Gao2, Hongying Li3, Yidan Hu3
1Faculty of Education, Language, Psychology and Music, SEGi University, Petaling Jaya, 47810, Malaysia
2Graduate School of Business, SEGi University, Petaling Jaya, 47810, Malaysia
3Faculty of Chinese and Foreign Languages and Foreign Trade, Guangzhou International Economics College, Guangzhou, China
In today’s world, digital teaching is now integral to education, seamlessly incorporating information and communication technology (ICT) through online platforms and interactive tools. This approach enhances accessibility, collaboration, and personalized learning experiences, essential for cultivating digital literacy skills in students. This research delves into the perspectives of Chinese vocational college instructors regarding the incorporation of digital teaching within their classrooms. Furthermore, it scrutinizes how educators' academic backgrounds and years of teaching experience might shape their stances on digital teaching in vocational education. Employing a quantitative survey with a convenient sample of 60 instructors, this study aims to identify attitudes toward technology use among vocational college educators and explore potential variations based on teaching experience and educational qualifications. The findings emphasize the growing need to uncover the nuanced motivations and concerns that underlie instructors' attitudes toward technology.
Digital Teaching, Perspectives, Vocational college instructors, Attitudes
Jiawen Yu, Sheiladevi Sukumaran, Xinxiang Gao, Hongying Li, Yidan Hu. Investigation into Perspectives of Chinese Vocational College Instructors on Digital Teaching in Tertiary Education. Frontiers in Educational Research (2024) Vol. 7, Issue 1: 43-49. https://doi.org/10.25236/FER.2024.070106.
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