Assessing staff digital literacy level vs attitude toward online teaching and learning quadrant

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dc.contributor.authorShihomeka, Sadrag P.
dc.date.accessioned2024-04-26T10:18:19Z
dc.date.available2024-04-26T10:18:19Z
dc.date.issued2023
dc.description.abstractThis paper aimed at positioning a staff digital literacy level versus attitude toward online teaching and learning quadrant in the curriculum transformation interventions of various institutions to ensure that their policy intervention with regard to online learning remains user-friendly and sector appropriate. Using a critical autobiographical narrative inquiry, this quadrant was developed to assist educational institutions, personnel, and other stakeholders with a unique tool to assess their staff digital literacy level and the position of their attitude toward online teaching and learning. The quadrants consist of 4 sections: High Digital Literacy Level-Low Attitude Toward e-Teaching & Learning; High Digital Literacy Level-High Attitude Toward e-Teaching & Learning; Low Digital Literacy Level-Low Attitude Toward e-Teaching & Learning; Low Digital Literacy Level-High Attitude Toward e-Teaching & Learning. The quadrant used staff attitude as a yardstick to effectively implementing online learning initiatives in the education sector. The quadrants also serve as an educational re-engineering intervention strategy for the society 4.0/5.0 curriculum professionals
dc.identifier.urihttp://hdl.handle.net/11070/3806
dc.language.isoen
dc.publisherNAWA Journal of Language and Communication (NJLM)
dc.source.urihttps://doi.org/10.59677/njlc.v16i2.23
dc.subjectICT champions
dc.subjectNamibia
dc.subjectDigital Literacy
dc.subjectE-teaching
dc.subjectE-learning
dc.subjectInnovation
dc.subjectDigital romance
dc.subjectOnline evangelism
dc.subjectDigital divide
dc.subjectStaff attitude
dc.subjectOnline self-efficacy
dc.subjectEducation re-engrineering
dc.titleAssessing staff digital literacy level vs attitude toward online teaching and learning quadrant
dc.typeArticle
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