scholarly journals Teacher and student experiences in learning

2019 ◽  
Vol 2 (1) ◽  
pp. 3 ◽  
Author(s):  
Clare E. Thomas
Keyword(s):  
Learning Environment ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Learning Experiences ◽  
Literacy Skills ◽  
Digital Learning ◽  
Pedagogical Practice ◽  
Face To Face ◽  
Level 3

As new digital technologies increasing become standard in tertiary education context, tertiary institutes are tailoring courses to a much more diverse population ranging over wide geographical areas (Heggart & Yoo, 2018; Owayid & Uden, 2014). The use of online technologies, together with compatible digital devices, enables users to access course content and resources from any location at anytime (Ding, Xiong, & Liu, 2015). To account for changes in educational provision, changes to teaching and learning will occur too as institutes increasingly offer online or blended programmes. At Foundation Level 3 face-to-face lectures and tutorials were the main modes of delivery. However, with the adoption of Google Classroom, different opportunities for teaching and learning presented themselves, especially since all teaching and learning resources are accessible online.    The study arises as the organisations use of Google Classroom (GC) as its learning management system (LMS) and the wider Google Suite for Educations (G-Suite) Applications (Apps) had recently been introduced to a range of Foundation Level courses across the regions. The transition from traditional classroom delivery with printed materials to a blended environment, combining face-to-face with online materials, created an ideal opportunity to investigate participants’ learning experiences. In addition, the Foundation Level 3 course offered a student cohort with diverse G-Suite experience, learning needs, digital literacy skills, experience and confidence.  This provided the opportunity to investigate benefits and challenges for teachers and students when introduced to a new teaching and learning environment.   The key aim of the research was to; Examine how Foundation Level 3 students’ and teachers’ experience learning with the newly introduced Google Classroom. The methodology adopted an interpretivist paradigm and incorporated the use of a mixed method design of student surveys and focus group interviews together with individual staff interviews. The findings indicated that the integration of G-Suite Apps to a blended learning environment led to an increase in communication and collaboration for all participants. Students identified increased autonomy when accessing and retrieving digital materials which led to a more self-directed learning approach. Teachers felt their practice had changed as course assessments were designed to maximise the functionality of the different G-Suite Apps. Managing and tracking students online was also an easy and efficient use of time. The research indicated the importance of digital literacy skills for all participants which were closely linked to academic performance. The study helped to reflect on current practices to gain a deeper understanding, so we, as educators, are able to better shape pedagogical practice and enhance students’ learning experiences. A brief overview of the benefits, challenges and recommendations gained from the study will be presented.     References   Ding, J., Xiong, C., & Liu, H. (2015). Construction of a digital learning environment based on cloud computing. British Journal of Educational Technology, 46(6), 1367-1377. https://doi.org/10.1111/bjet.12208 Heggart, K. R., & Yoo, J. (2018). Getting the most from Google Classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3). http://doi.org/10.14221/ajte.2018v43n3.9 Owayid, A. M., & Uden, L. (2014). The usage of Google Apps services in Higher Education. Communication in Computer and Information Science, 96-104. https://doi.org/10.1007/978-3-319-10671-7_9

Trends in Podcast Download Frequency Over Time, Podcast Use, and Digital Literacy in Foreign Language and Literature Courses

2015 ◽  
Vol 13 (2) ◽  
pp. 15-33 ◽  
Author(s):  
M'hammed Abdous ◽  
Betty Rose Facer ◽  
Cherng-Jyh Yen
Keyword(s):  
Foreign Language ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Online Courses ◽  
Literacy Skills ◽  
Fall Semester ◽  
Face To Face ◽  
Language And Literature ◽  
Instructional Use ◽  
Trend Data

Podcasts used as supplemental material (PSM) and podcasts integrated into the curriculum (PIC) are complementing, extending, and transforming the traditional face-to-face classroom as well as blended and online courses. This paper examines podcast download frequency among students in foreign language and literature courses over a four-year period by using both students' digital literacy skills and the instructional use of the podcasts (whether PSM or PIC) as predictors. As it analyses four years of trend data between the Fall semester of 2007 and the Fall semester of 2011, the authors; study reveals that the download frequency among the PIC group was relatively higher than that of the PSM group. What's more, it shows that students' digital literacy moderated their frequency of download. This is consistent with previous findings that suggest that instructors can offer students an advantage by using thoughtfully planned and well-designed podcasting activities, which help their students hone the skills necessary for success in the second language (L2) teaching and learning environment.

Traditional to Hybrid

2014 ◽  
pp. 387-411
Author(s):  
Rowena Li
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Psychological Needs ◽  
Face To Face ◽  
Social Media Tools ◽  
Hybrid Learning Environment

Drawn from first-hand teaching and learning experiences, this chapter seeks to explore social media tools and their unique features in adapting traditional face-to-face courses to the hybrid learning environment. It examines the transformed roles of instructors and students, as well as their changing pedagogical, social, and psychological needs. It also demonstrates how social media can be used to meet the challenges of both hybrid and online instruction in higher education. This chapter provides faculty, administrators, and practitioners a better understanding of the roles of the instructors and students in a hybrid setting and also offers guidance to instructors on how to involve social media tools in a hybrid learning environment to enhance students' learning experiences.

scholarly journals ONLINE EDUCATION: LEARNING OUTCOME, SUCCESS & CHALLENGES

2021 ◽  
Vol 1 ◽  
pp. 524-536
Author(s):  
Michael Alexander Radin ◽  
Natalia Shlat
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Outcome ◽  
Digital Learning ◽  
Face To Face

This paper’s intents are to render the learning outcome, success and challenges that emerge in an online teaching and learning environment in comparison to the traditional face to face classroom environment. First of all, we will examine how the students acclimate to the new online digital learning atmosphere after the traditional face to face learning environment; what challenges and barriers the students encounter in a synchronous and in an asynchronous online learning environments? Second of all, we will focus on how professors adapt to the new digital online teaching styles and examine the new essential teaching innovations that arise in order to achieve and go beyond the expected learning outcomes; how to remit to the students’ challenges and retain the positive and engaging learning environment? In addition, our aims are to examine new pedagogical innovations that naturally emerge while responding to the students’ travails and to smoothly navigate them to achieve the expected learning outcomes.Furthermore, our paper’s intents are to portray how an online learning environment can attain more effective learning outcomes in comparison to the traditional face to face classroom environment; how to think beyond our horizons and to enhance the learning outcomes in a digital learning atmosphere while addressing the students’ challenges? Moreover, we will emphasize how the immediate graded feedback and students’ feedback serve as pertinent tools in achieving the learning outcome and inspires students to learn in an online atmosphere. 

Traditional to Hybrid

2013 ◽  
pp. 65-90
Author(s):  
Rowena Li
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Psychological Needs ◽  
Face To Face ◽  
Social Media Tools ◽  
Hybrid Learning Environment

Drawn from first-hand teaching and learning experiences, this chapter seeks to explore social media tools and their unique features in adapting traditional face-to-face courses to the hybrid learning environment. It examines the transformed roles of instructors and students, as well as their changing pedagogical, social, and psychological needs. It also demonstrates how social media can be used to meet the challenges of both hybrid and online instruction in higher education. This chapter provides faculty, administrators, and practitioners a better understanding of the roles of the instructors and students in a hybrid setting and also offers guidance to instructors on how to involve social media tools in a hybrid learning environment to enhance students’ learning experiences.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

scholarly journals Enhancing Students’ Collaborative Learning Experiences with Laurillard’s Conversational Framework

2020 ◽  
Vol 1 (1) ◽  
pp. 152-167
Author(s):  
Yong Fen Yu ◽  
Neo Mai ◽  
Hew Soon Hin
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Learning Experiences ◽  
Pedagogical Practice ◽  
Face To Face

Collaborative learning (CL) is becoming increasingly recognised as a popular pedagogical practice in higher education that promotes socialization and learning among students. However, the use of collaborative learning does risk placing too much responsibility on the learner and reducing face-to-face interaction with the educator. Therefore, there is a need for educators to find a balance in the interaction and engagement with students to help improve their perceived collaborative learning experiences.

scholarly journals Online self-assessment materials: do these make a difference to student learning?

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Mary Peat
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
First Year Experience ◽  
Full Time ◽  
Self Assessment ◽  
Small Shift ◽  
Face To Face ◽  
Time Work ◽  
Teachers And Students

In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995), found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998). A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope withDOI:10.1080/0968776000080206 

Technology Integration in Digital Learning Environments

2018 ◽  
pp. 165-184
Author(s):  
Irene Mwingirwa Mukiri ◽  
Bonface Ngari Ireri
Keyword(s):  
Technology Integration ◽  
Learning Environments ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Girls In Science ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

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