Organization Learning via Information Technology Teaching for Foshan University of Higher Education

ABSTRACT

The objectives of this study were to (1) investigate the efficiency of Organization Learning via Information Technology Teaching for FOSHAN University of Higher Education, (2) compare students' achievements before and after learning through Organization Learning via Information Technology Teaching, and (3) examine students’ satisfaction with of using Organization Learning via Information Technology Teaching. The study successfully collected 356 valid surveys from Foshan's vocational schools, resulting in a total of 370 questionnaires and a response rate of 96.2%, providing valuable insights into the reality of the situation in these institutions at FOSHAN University of Higher Education in China, derived through purposive sampling technique. The instruments used for collecting the data were (1) The questionnaire to enhance learning achievement, a student’s pre-test and a post-test for FOSHAN University of Higher Education students., and a teacher satisfaction form. The data analysis statistics were percentage, mean, standard deviation, and the t-test for the dependent sample. The research findings revealed that the survey data from the Guangdong Vocational College of Environmental Protection Engineering revealed that most teachers were female, with a higher proportion of females than males. Most teachers were between 30-40 and 40-50, with a higher proportion of those between 50 and 60. The survey also revealed that 59% of the teachers held postgraduate degrees, while 14.6% held doctoral degrees. Most teachers at the college were lecturers, with 46.6% holding the lecturer position and 41.3% being associate professors. The proportion of teachers at the college was 28.4%, compared to 21.3%. The dependent variables in this study pertain to college teachers' information-based teaching capacity, including the ability to use information-based tools, develop teaching methods, create resources, and execute teaching practices. The National Guide to Teachers' Educational Technical Capacity in Colleges and Universities was used to evaluate the information-based teaching capacity of college instructors. The study found a significant association between technology perception, task flexibility, convenience, social influence, and the transfer of information in college classroom education. The convenience factor, which refers to the teachers' ability to utilize and implement technology efficiently, was a significant factor in adopting information-based teaching. The study highlights the importance of assessing the instructional proficiency of college educators and the social impact of information-based teaching.