English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Students in higher institutions need to carry out research projects. The focus of this paper explores a model to help students learn ICT skills needed for research projects. Generally students go through the ‘long and hard route’ to learn and use ICT resources because they do not know how to do it. The paper explores the Adult Learning Theories as a model to develop the contents of an ICT information resource. Adult learning requires building on prior learning, using methods that treat learners with respect, and recognizing that people have different learning styles and have a variety of responsibilities and time commitments. The optimal role of the adult learner in the learning situation is that of a self-directed, self-motivated manager of personal learning who collaborates as an active participant in the learning process and who takes responsibility for learning. The modules developed were for Computer Operations, Internet, Microsoft Word®, Microsoft Excel® and PowerPoint®. Forty-four students who volunteered evaluated the information resource. Based on the evaluation and comments and question from the students, the design of the information resource can be adjudged highly successful. All the functional requirements were met in the ICT information resource design. Students from three (3) out of the four (4) faculties rated their satisfaction of the functionality of the system at 100%. The students highly regarded the perceived usefulness of the ICT information resource. Eight out of the 9 items related to perceived potential usefulness were rated at over 90%, while only one item was rated at 88.6%. Over 90% of the students agreed that the system has been designed with an understanding of their ICT skills need. In 9 out of the 10 items related to task technology fit, 85% of the students agreed to the Task Technology Fit. It is therefore expected that with the high level of their satisfaction with the perceived potential usefulness, and Task Technology Fit, the ICT information resource will be accepted, adopted and used by the students.

Using Adult Learning Principles as a Framework for Learning ICT Skills Needed for Research Projects