Adnan Qayyum | Pennsylvania State University (original) (raw)
Papers by Adnan Qayyum
American Journal of Distance Education, Jan 2, 2018
American Journal of Distance Education, Oct 1, 2016
Springer briefs in education, 2019
SpringerBriefs in Education, 2018
SpringerBriefs in Education, 2018
Handbook of Open, Distance and Digital Education, 2022
EDEN Conference Proceedings, Jun 9, 2015
Open and Distance Education in Australia, Europe and the Americas, 2018
Generation is often used to explain and rationalize the use of information and communication tech... more Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The study also concluded that the post-secondary students at the institution in question use a limited set of ICTs and their use is driven by three key issues: familiarity, cost, and immediacy. The findings are based on focus group interviews with 69 students and survey responses from a random sample of 438 second year students in 14 different programs in five schools in the institution. The results of this investigation add to a growing body of research that questions the popular view that generation can be used to explain the use of ICTs in higher education.
Open and Distance Education in Australia, Europe and the Americas, 2018
Students’ communication and study habits outside of class were analyzed using grounded theory. Re... more Students’ communication and study habits outside of class were analyzed using grounded theory. Results indicate that factors other than age informed students’ communication patterns, including their use of ICTs. The research calls into question assumptions that adult learners are less inclined and able to use ICTs for education. Background There is commonly held belief that adults are more likely behind the technological times than youth or even children. Several writers have imported this general belief to education. They claim younger learners are more adept and interested in using information and communication technologies (ICTs) for education. Prensky’s binary of “digital natives” and “digital immigrants” is probably the common most expression of this argument. Adult learners are the immigrants in this metaphor, as they did not grow up in a land of digital technologies since birth. The subtext of the digital natives metaphor is that adult learners are less able and interested in...
SpringerBriefs in Education, 2019
American Journal of Distance Education, Jan 2, 2018
American Journal of Distance Education, 2017
American Journal of Distance Education, 2016
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2011
Generation is often used to explain and rationalize the use of information and communication tech... more Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The study also concluded that the post-secondary students at the institution in question use a limited set of ICTs and their use is driven by three key issues: familiarity, cost, and immediacy. The findings are based on focus group interviews with 69 students and survey responses from a random sample of 438 second year students in 14 different programs in five schools in the institution. The results of this investigation add to a growing body of research that questions the popular view that generation can be used to explain the use of ICTs in higher education.
The International Review of Research in Open and Distributed Learning, 2012
The purpose of this study was to assess the self-efficacy of nursing faculty and students related... more The purpose of this study was to assess the self-efficacy of nursing faculty and students related to their potential use of mobile technology and to ask what implications this technology has for their teaching and learning in practice education contexts. We used a cross-sectional survey design involving students and faculty in two nursing education programs in a western Canadian college. In January, 2011, 121 faculty members and students completed the survey. Results showed a high level of ownership and use of mobile devices among our respondents. The median mobile self-efficacy score was 75 on a scale of 100, indicating that both faculty and students were highly confident in their use of mobile technologies and prepared to engage in mobile learning.
Journal of Immigrant and Minority Health, 2013
This paper explores immigrant community leaders&a... more This paper explores immigrant community leaders' perspectives on culturally appropriate diabetes education and care. We conducted exploratory workshops followed by focus groups with Punjabi, Nepali, Somali, and Latin American immigrant communities in Ottawa, Ontario. We used the constant comparative method of grounded theory to explore issues of trust and its impact on access and effectiveness of care. Detailed inquiry revealed the cross cutting theme of trust at the "entry" level and in relation to "accuracy" of diabetes information, as well as the influence of trust on personal "privacy" and on the "uptake" of recommendations. These four dimensions of trust stood out among immigrant community leaders: entry level, accuracy level, privacy level, and intervention level and were considered important attributes of culturally appropriate diabetes education and care. These dimensions of trust may promote trust at the patient-practitioner level and also may help build trust in the health care system.
American Journal of Distance Education, Jan 2, 2018
American Journal of Distance Education, Oct 1, 2016
Springer briefs in education, 2019
SpringerBriefs in Education, 2018
SpringerBriefs in Education, 2018
Handbook of Open, Distance and Digital Education, 2022
EDEN Conference Proceedings, Jun 9, 2015
Open and Distance Education in Australia, Europe and the Americas, 2018
Generation is often used to explain and rationalize the use of information and communication tech... more Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The study also concluded that the post-secondary students at the institution in question use a limited set of ICTs and their use is driven by three key issues: familiarity, cost, and immediacy. The findings are based on focus group interviews with 69 students and survey responses from a random sample of 438 second year students in 14 different programs in five schools in the institution. The results of this investigation add to a growing body of research that questions the popular view that generation can be used to explain the use of ICTs in higher education.
Open and Distance Education in Australia, Europe and the Americas, 2018
Students’ communication and study habits outside of class were analyzed using grounded theory. Re... more Students’ communication and study habits outside of class were analyzed using grounded theory. Results indicate that factors other than age informed students’ communication patterns, including their use of ICTs. The research calls into question assumptions that adult learners are less inclined and able to use ICTs for education. Background There is commonly held belief that adults are more likely behind the technological times than youth or even children. Several writers have imported this general belief to education. They claim younger learners are more adept and interested in using information and communication technologies (ICTs) for education. Prensky’s binary of “digital natives” and “digital immigrants” is probably the common most expression of this argument. Adult learners are the immigrants in this metaphor, as they did not grow up in a land of digital technologies since birth. The subtext of the digital natives metaphor is that adult learners are less able and interested in...
SpringerBriefs in Education, 2019
American Journal of Distance Education, Jan 2, 2018
American Journal of Distance Education, 2017
American Journal of Distance Education, 2016
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2011
Generation is often used to explain and rationalize the use of information and communication tech... more Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The study also concluded that the post-secondary students at the institution in question use a limited set of ICTs and their use is driven by three key issues: familiarity, cost, and immediacy. The findings are based on focus group interviews with 69 students and survey responses from a random sample of 438 second year students in 14 different programs in five schools in the institution. The results of this investigation add to a growing body of research that questions the popular view that generation can be used to explain the use of ICTs in higher education.
The International Review of Research in Open and Distributed Learning, 2012
The purpose of this study was to assess the self-efficacy of nursing faculty and students related... more The purpose of this study was to assess the self-efficacy of nursing faculty and students related to their potential use of mobile technology and to ask what implications this technology has for their teaching and learning in practice education contexts. We used a cross-sectional survey design involving students and faculty in two nursing education programs in a western Canadian college. In January, 2011, 121 faculty members and students completed the survey. Results showed a high level of ownership and use of mobile devices among our respondents. The median mobile self-efficacy score was 75 on a scale of 100, indicating that both faculty and students were highly confident in their use of mobile technologies and prepared to engage in mobile learning.
Journal of Immigrant and Minority Health, 2013
This paper explores immigrant community leaders&a... more This paper explores immigrant community leaders' perspectives on culturally appropriate diabetes education and care. We conducted exploratory workshops followed by focus groups with Punjabi, Nepali, Somali, and Latin American immigrant communities in Ottawa, Ontario. We used the constant comparative method of grounded theory to explore issues of trust and its impact on access and effectiveness of care. Detailed inquiry revealed the cross cutting theme of trust at the "entry" level and in relation to "accuracy" of diabetes information, as well as the influence of trust on personal "privacy" and on the "uptake" of recommendations. These four dimensions of trust stood out among immigrant community leaders: entry level, accuracy level, privacy level, and intervention level and were considered important attributes of culturally appropriate diabetes education and care. These dimensions of trust may promote trust at the patient-practitioner level and also may help build trust in the health care system.