A personal learning environment (PLE) is known as a crucial support for educators who lead learners through the process of collection, creation, and organization of personalized learning tools. In this manner, the learner can interpret a variety of new tools in their own interest, which makes the learning process easier. The PLE approach represents a considerable movement away from traditional learning, where learners are considered consumers of information through isolated channels, particularly learning management systems (LMSs), to a model where learners draw significant connections from numerous resources that they choose. Thus, educational settings have implemented LMSs fully into their respective learning contexts. In this sense, LMS is identified as a learning platform that helps learners and educators submit assignments, share ideas, and communicate through web-based systems with numerous benefits. Under these circumstances, self-regulation is addressed as a significant component that explains how learners build and manage PLEs and come up with more choices; they take ownership of their own learning and enhance self-regulated learning (SRL) practices. On this occasion, there is a belief that teachers can utilize LMSs to shift from passive to active learning and to improve self-reflection (SR). Therefore, considering all the above issues, the current study examines integrating a third-generation LMS to enhance learners’ SR. This study considered PLEs by utilizing Zimmerman’s SRL model to investigate the integration of the third-generation LMS. SR is applied in this study in the form of a pretest and posttest following the involvement of the PLE course, which was designed and applied during the COVID-19 pandemic. Finally, the experimental findings of the current study formulated a model of SR factors in PLEs through the LMS platform with partial least squares structural equation modeling (SEM) before and after the intervention.

This study aims to provide an empirical report to understand the key predictors of Teachers’ Social Media Use during Corona Virus Disease 2019 (TSMU Covid-19). A survey instrument adapted from the Unified Theory of Acceptance and Use of Technology (UTAUT) was established and validated. The instrument consisted of two sections. Section one collected demographic data, and section 2 gained data regarding performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and TSMU Covid-19. The main data were collected from 1249 teachers from 3 Indonesian provinces. The data were computed through measurement and structural model supported by Multi-Group Analysis (MGA) in PLS-SEM. The findings informed that facilitating condition emerges as the strongest predictor of teachers’ behavioral intention to use social media during Covid-19 distance education. TSMU Covid-19 was significantly predicted by behavioral intention. The findings also revealed that demographic information significantly moderates the hypothesized paths.

During the COVID-19 pandemic, the flipped classroom (FC) approach has been a prominent teaching and learning strategy. Despite its popularity, few studies have been undertaken to effectively measure student learning experiences in an FC learning environment. The purpose of this study is to assess the content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale, which is used to measure student learning experiences in a flipped classroom (FC) in the Saudi Arabian higher education environment. The content validity of the eight-dimension scale was examined using the three-tier methodology, including the content validity ratio (CVR) technique, based on the evaluations of selected experts in the field and factor analysis methodology. The results showed that 31 of the 32 items were accepted, with only one item being denied. The findings suggested that this instrument has a strong potential for usage as a valid scale to evaluate the quality of FC teaching and learning among higher education students.

This study aimed to investigate factors that predict Indonesian primary school teachers’ behavior of innovative teaching with technology (BITT). A survey instrument was adapted and validated through content validity, a pilot test, and a measurement model in partial least square structural equation modeling (PLS-SEM). We obtained data from 868 primary school teachers, analyzed through a structural model in PLS-SEM and multivariate analysis of variance (MANOVA) in SPSS. The structural model was computed with several statistical reports, including the path coefficient (β), effect sizes (f²), coefficient of determination (R²), and predictive relevance (Q²). MANOVA results informed t and p values. Findings indicated that four out of six hypotheses significantly predicted primary Indonesian teachers’ BITT. The most substantial relationship emerged between group learning and BITT. Meanwhile, the weakest correlation was between innovative culture and BITT. Two insignificant predictors of BITT were job autonomy and innovation compatibility. Most variables showed insignificant differences based on gender. However, some variables, such as benefits of innovation, innovation compatibility, innovative culture, group cohesion, and BITT, varied significantly based on location. The study may help teachers and policymakers understand BITT elements that encourage primary school teachers to use technology creatively.

This study examines the factors affecting the intention to use and actual use of YouTube in improving English-speaking skills in Indonesia. To meet the aims, we extended the theory of technology acceptance model (TAM); two external factors, subjective norms, and perceived enjoyment, to support the TAM variables (perceived ease of use, perceived usefulness, attitude, intention to use, and actual use). Data were collected through a survey with 526 measurable responses from Indonesian preservice English teachers in three Indonesian universities. The data were analyzed through partial least square structural equation modeling (PLS-SEM), measurement, and structural model. The findings informed that all hypothesized relationships were accepted and confirmed. The strongest relationship emerged between intention to use and actual use. Meanwhile, the weakest correlation was between subjective norms and perceived ease of use. The study facilitates recommendations for future researchers, language educators, and all related parties.