scholarly journals Teaching with Digital Technology and the Impact on Pedagogical Changes

2021 ◽  
Author(s):  
Harisa Mardiana ◽  
Harisa Mardiana
Keyword(s):  
Digital Technology ◽  
Online Teaching ◽  
Pedagogical Change ◽  
Online Pedagogy ◽  
Continuous Training ◽  
Technology Learning ◽  
Online Curriculum ◽  
Face To Face Learning ◽  
The Impact ◽  
Pedagogical Changes

This study aims to investigate lecturer teaching using digital technology and its impact on pedagogical change. The change from face-to-face learning to online learning has implications for educational institutions. <div><p>The problem is that many lecturers find it difficult to use digital technology in teaching, so that it is not in line with online pedagogy and online curriculum. The knowledge, abilities, and skills of the lecturers are questioned because there is no such alignment. Thus the impact of pedagogical change on online teaching is contradictory. Moreover, the components of digital technology and pedagogical changes will be fragmented.</p> <p>The research method approach is qualitative by interviewing six lecturers who teach at one university in Tangerang City. The findings obtained, three lecturers are knowledgeable, capable, and skilled in using digital technology to align with changes in online pedagogy. The other three lecturers have difficulty using digital technology, so the institution must provide continuous training so that learning can run smoothly.</p> As a result, by using digital technology that impacts pedagogical changes and online curricula, learning can run smoothly, despite the many difficulties in adopting digital technology. Learning using digital technology is a 21st-century learning process.<br></div>

scholarly journals Teaching with Digital Technology and the Impact on Pedagogical Changes

2021 ◽  
Author(s):  
Harisa Mardiana ◽  
Harisa Mardiana
Keyword(s):  
Digital Technology ◽  
Online Teaching ◽  
Pedagogical Change ◽  
Online Pedagogy ◽  
Continuous Training ◽  
Technology Learning ◽  
Online Curriculum ◽  
Face To Face Learning ◽  
The Impact ◽  
Pedagogical Changes

This study aims to investigate lecturer teaching using digital technology and its impact on pedagogical change. The change from face-to-face learning to online learning has implications for educational institutions. <div><p>The problem is that many lecturers find it difficult to use digital technology in teaching, so that it is not in line with online pedagogy and online curriculum. The knowledge, abilities, and skills of the lecturers are questioned because there is no such alignment. Thus the impact of pedagogical change on online teaching is contradictory. Moreover, the components of digital technology and pedagogical changes will be fragmented.</p> <p>The research method approach is qualitative by interviewing six lecturers who teach at one university in Tangerang City. The findings obtained, three lecturers are knowledgeable, capable, and skilled in using digital technology to align with changes in online pedagogy. The other three lecturers have difficulty using digital technology, so the institution must provide continuous training so that learning can run smoothly.</p> As a result, by using digital technology that impacts pedagogical changes and online curricula, learning can run smoothly, despite the many difficulties in adopting digital technology. Learning using digital technology is a 21st-century learning process.<br></div>

scholarly journals Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience

2021 ◽  
Vol 11 (10) ◽  
pp. 633
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Urban Design ◽  
Digital Technology ◽  
Design Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Blended Online Learning ◽  
The Impact

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.

scholarly journals Motivation, Stress and Impact of Online Teaching on Italian Teachers during COVID-19

Computers ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. 75
Author(s):  
Giusi Antonia Toto ◽  
Pierpaolo Limone
Keyword(s):  
Perceived Stress ◽  
Digital Technology ◽  
Online Teaching ◽  
Sense Of Self ◽  
Coping Styles ◽  
Digital Technologies ◽  
Social Contexts ◽  
School Practices ◽  
Impact Of Technology ◽  
The Impact

The use of digital technology as the only communication and relationship channel in work, school and social contexts is bringing out dynamics that are sometimes in contrast with each other. The purpose of this article is to investigate the impact of digital technology on teachers’ school practices in the context of COVID-19. This impact was studied in relation to the constructs of motivation, perceived stress, sense of self-efficacy and resistance to/acceptance of technologies. This study examined the role played by the massive and coercive use of digital technologies (and the relationship with innovation and change) in predicting motivation and perceived stress among teachers. To this end, the impact of digital technologies on motivation and perceived stress were explored in the sample. A questionnaire consisting of three scales was administered to 688 Italian school teachers of all educational levels (from childhood to upper-secondary school), who completed a socio-demographic section, a section on the scale of the impact of technology and distance learning, a perceived stress scale and items on motivation and professional development. Descriptive and inferential analyses were applied to the data. Key findings indicated that the impact of digital technologies during the pandemic negatively correlates with both perceived stress and motivation. Practical implications were suggested to help teachers develop functional coping styles to cope with technological changes in work and life contexts.

scholarly journals Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education

2020 ◽  
Vol 12 (24) ◽  
pp. 10444
Author(s):  
Julian Goñi ◽  
Catalina Cortázar ◽  
Danilo Alvares ◽  
Uranía Donoso ◽  
Constanza Miranda
Keyword(s):  
Engineering Education ◽  
Online Teaching ◽  
Creative Thinking ◽  
Project Based Learning ◽  
Social Strategies ◽  
Educational Method ◽  
Face To Face ◽  
Face To Face Learning ◽  
The Impact ◽  
Challenges And Strategies

Teamwork has been systematically studied in engineering education as an educational method and a learning outcome. Based on the recent advances in socially-shared regulation as a framework for teamwork processes, this study explores the impact of the transition to online learning. The purpose of this study is to understand if face-to-face and online team dynamics differ concerning the prevalence of personal goals, team challenges, and individual/social strategies. The Adaptive Instrument for Regulation of Emotions (AIRE) Questionnaire was used to compare two semesters in project-based learning engineering courses that were face-to-face (2019) and then converted to an online modality (2020) due to the COVID-19 crisis. Our results show that both modalities report mostly the same prevalence of goals, challenges, and strategies. However, online students tend to manifest a significantly lower prevalence of specific challenges and strategies, suggesting that online teamwork may have involved less group deliberation. These results provide evidence for the "equivalency theory" between online and face-to-face learning in a context where all systemic levels transitioned to a digital modality. These findings raise the question of whether online teaching encourages the emergence of team conflict and deliberation needed for creative thinking.

scholarly journals COVID-19: The Disproportionate Impact on Underserved K-12 Students

2021 ◽  
Vol 2 (2) ◽  
pp. 12-21
Author(s):  
Janelle Hall ◽  
Leonard Jackson ◽  
Taurus Jackson
Keyword(s):  
Academic Achievement ◽  
Content Analysis ◽  
Online Education ◽  
Educational Leaders ◽  
Virtual Learning Environment ◽  
Technology Learning ◽  
Online Curriculum ◽  
Difficult Time ◽  
K 12 ◽  
The Impact

The purpose of this content analysis was to show the impact COVID-19 had on K-12 instructional method delivery, technology, learning, and academic achievement. The following questions guided the content analysis: How did COVID-19 impact student and academic achievement, how did the pandemic impact education and instruction method delivery in a virtual learning environment, and how did the pandemic affect teacher & student access to technology? The population consisted of K-12 educational leaders and students who completed surveys in previous studies. The findings via content analysis revealed that online education seems to be deeply rooted in the careful planning of instruction. We found that leaders were having a difficult time making the necessary adjustments with remote learning. Thus, the impact of COVID-19 has changed the way many students come to class. There is a need for K-12 institutions to strengthen their best practices relating to online curriculum and instruction demonstrated during in-person learning. Key Words: Student learning K-12, academic & instructional effectiveness, technology effectiveness, COVID-19, underserved communities

Journalism 2.0

2013 ◽  
Vol 5 (2) ◽  
pp. 22-38 ◽  
Author(s):  
Thomas Cochrane ◽  
Helen Sissons ◽  
Danni Mulrennan ◽  
Richard Pamatatau
Keyword(s):  
Social Media ◽  
Community Of Practice ◽  
Positive Impact ◽  
Research Approach ◽  
Journalism Education ◽  
Pedagogical Change ◽  
Participatory Action ◽  
Action Research Approach ◽  
The Impact ◽  
Pedagogical Changes

This paper explores the impact of social media upon journalism education from two perspectives: both from the pedagogical changes Web 2.0 and mobile devices enable, and within the context of the changes in journalism that social media use are driving. A participatory action research approach was adopted, beginning with the establishment of a lecturer community of practice focusing upon exploring pedagogical change enabled by mobile social media while allowing the project to develop within a series of reflective interventions within the course. These interventions included the use of Twitter, blogging, QR Codes, and Facebook as part of authentic scenarios throughout the course. Drawing on this experience, the paper presents an emergent framework for a response to social media within journalism education, illustrating the positive impact of integrating the use of mobile social media on student engagement, collaboration and contextualising theory within authentic learning environments.

scholarly journals Study on students' experiences about online teaching during COVID-19 Outbreak

2020 ◽  
Vol 8 ◽  
pp. 102-116
Author(s):  
Hani Al-Mohair ◽  
Saleh Alwahaishi
Keyword(s):  
Online Teaching ◽  
Quality Standards ◽  
Colleges And Universities ◽  
Accreditation Process ◽  
Face To Face ◽  
Face To Face Learning ◽  
Sudden Transition ◽  
Quality Assurance Standards ◽  
The Impact ◽  
Different Levels

The online teaching in colleges and universities during the COVID-19 outbreak is one of the challenges faced by faculty and students during this period especially for colleges and universities that meet the quality assurance standards and under the accreditation process. One of the main requirements of quality standards is to carry out a variety of opinion surveys at different stages among different levels of study, analyze, and then provide recommended solutions based on survey findings. Although many researchers have been carried out online teaching, there is no consensus on the impact of a sudden transition from face-to-face learning to online learning especially in community colleges in Saudi Arabia. The purpose of this paper is to present the outcomes of the study on students' experiences about online teaching during COVID-19 Outbreak. Smart PLS program is used for testing the model and to make sure that the variables are appropriate and the outcomes are valid.

Harnessing Digital Technology to Strengthen the Culture of Reading at Public Libraries in South Africa

Mousaion ◽  
2020 ◽  
Vol 38 (3) ◽  
Author(s):  
Harry Ramothupi Matolong
Keyword(s):  
South Africa ◽  
Digital Technology ◽  
Public Libraries ◽  
Pilot Phase ◽  
Impact Measurement ◽  
Private Company ◽  
Line Survey ◽  
Gates Foundation ◽  
Formed Part ◽  
The Impact

Statistics and numerous authors have highlighted the reading crisis in South Africa. At the same instance, more people in South Africa are embracing the potential of digital technology to provide lifelong learning opportunities and also to strengthen the culture of reading. This study is framed against the backdrop and implementation of the Mzansi Libraries On-Line Project in South Africa – a project implemented in line with the Global Libraries Programme of the Bill & Melinda Gates Foundation. The study explored the potential of access to information of digital technology and the contribution of the project to inculcating a culture of reading at public libraries. A benchmark survey was conducted by an independent research company during the pilot phase of the project in 2015. This survey covered library users of the 27 libraries that formed part of the pilot phase, and a further 25 libraries from a representative sample across South Africa. An end-line survey was conducted through a private company towards the conclusion of the countrywide implementation in 2017, based on the Common Impact Measurement System which was customised for South Africa. The benchmark survey found that although ICT in libraries had been used by relatively few people in 2015, the impact of this technology tended to be positive and would be beneficial to the wider society by helping to redress societal imbalances, including education and the culture of reading. The end-line survey found increased benefits of library usage and library technical infrastructure to improve the lives of the communities involved.

scholarly journals Promoting the Quality of Life of Elderly during the COVID-19 Pandemic

2021 ◽  
Vol 18 (13) ◽  
pp. 6813
Author(s):  
Chia-Jung Lee ◽  
Yen Hsu
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Learning Experience ◽  
The Elderly ◽  
Learning Approach ◽  
Learning Center ◽  
Learning Centers ◽  
Technology Learning ◽  
The Impact

This study explored the technology learning model of the elderly in a senior learning center under the impact of the COVID-19 pandemic. Many senior learning centers were closed during the pandemic, and many of them adopted the mode of online education. However, problems such as decreased motivation and a lack of peer interaction still exist. To solve these problems, this study used the easy-to-implement calligraphy AR approach and E-book approach to conduct a quasi-experiment on the elderly of a calligraphy course offered by a senior learning center. The results show a higher learning motivation among the elderly who use calligraphy AR. The learning effectiveness and technology acceptance of the elderly in the E-book learning group were higher than those in the calligraphy AR group. The elderly mentioned that the E-book learning approach is more user-friendly. In general, in the face of the COVID-19 pandemic affecting the suspension of classes in senior centers, education through the development of technology has stimulated the growth of education in advanced learning centers. Through this kind of scientific and technological learning method, it will bring a whole new experience to the elderly. It can improve the stress relief methods, mental health, and quality of life of the elderly during the COVID-19 emergency shutdown, and provide a novel calligraphy technique learning experience for the elderly. Therefore, we believe that the calligraphy AR learning approach and the calligraphy E-book learning approach are practical and may promote quality of life and mental health of the elderly during the emergency closures due to COVID-19, providing elderly attendees with a novel calligraphy technology learning experience.

Sign in / Sign up

Export Citation Format

Share Document