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The Relationship between Teachers’ ICT Knowledge and Students’ Motivation in Online Learning

Malakeh M. Itani1 and Manal K. Sinno2
1. Dar Al Hekma University, Jeddah, KSA
2. Lebanese University, Beirut, Lebanon

Abstract—Knowing that the teaching-learning experience has recently shifted to online platforms, researchers are concerned about enhancing students' motivation. This study aims at finding the relationship between teachers' ICT knowledge and students' motivation in online learning. A sample of 169 students enrolled at a private university in Jeddah, KSA, answered a survey of eight questions explicitly constructed for this research. Structured interviews with sixteen students and four teachers of different majors were conducted to triangulate the data. Descriptive statistics for each variable were then calculated. The results indicated that the factor that motivates the students most is the teacher's skillful use of online tools such as Announcements, Journal, Discussion Board, and Wiki. On the other hand, the factor that has the lowest effect on students' motivation is the teacher's ability to solve technical problems that emerge in online classes. Teachers' ICT knowledge is found to be directly related to students' motivation in online classes. It is, therefore, recommended that teachers have an adequate practice of using ICT in their online classes.
 
Index Terms—ICT, TPACK, Online learning, Motivation

Cite: Malakeh M. Itani and ​Manal K. Sinno, "The Relationship between Teachers’ ICT Knowledge and Students’ Motivation in Online Learning," International Journal of Learning and Teaching, Vol. 7, No. 4, pp. 252-260, December 2021. doi: 10.18178/ijlt.7.4.252-260

Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.

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