scholarly journals An Investigation of EAP Teachers’ Views and Experiences of E-Learning Technology

2021 ◽  
Vol 11 (2) ◽  
pp. 54
Author(s):  
Sundeep Dhillon ◽  
Neil Murray
Keyword(s):  
Digital Literacy ◽  
Corpus Linguistics ◽  
English For Academic Purposes ◽  
Literacy Skills ◽  
Small Scale ◽  
Learning Technology ◽  
Electronic Learning ◽  
Service Training ◽  
E Learning ◽  
Effective Use

The near universal use of electronic learning (e-learning) in higher education (HE) today requires that students and teachers are equipped with the requisite digital literacy skills. The small-scale pilot study we report on here explored the views and experiences of EAP (English for Academic Purposes) teachers regarding their development of digital literacy skills, their application of e-learning technology in their teaching, and their perceptions of its value as a learning tool—areas on which there has been little research to date. A convergent parallel mixed methods approach was adopted, in which a survey was administered to the research participants and a follow-up focus group conducted. The data were analysed, with findings revealing that the EAP practitioners surveyed utilised a range of online tools such as video, plagiarism software and corpus linguistics tools. A number of benefits and limitations associated with e-learning were cited by participants, including increased student engagement and motivation, the development of learner autonomy, and the cultural capital it represented in respect of students’ future careers. Meanwhile, the limitations identified included a lack of time for teachers to develop digital literacy and insufficient pre- and in-service training opportunities focused on the effective use of digital technologies and managing technical issues. We conclude with a series of recommendations to facilitate EAP teachers’ development and use of e-learning in their practice.

scholarly journals Academic Experiences of “Zoom-Fatigue” as a Virtual Streaming Phenomenon During the COVID-19 Pandemic

2022 ◽  
Vol 17 (6) ◽  
pp. 1-16
Author(s):  
Samual Amponsah ◽  
Micheal M. van Wyk ◽  
Michael Kojo Kolugu
Keyword(s):  
Digital Literacy ◽  
Health Management ◽  
Video Conferencing ◽  
Literacy Skills ◽  
Academic Experiences ◽  
Work Related ◽  
Reality Check ◽  
Residential University ◽  
E Learning ◽  
Multiple Case

This phenomenological exploratory multiple-case study design was conducted at an open distance e-learning university and a traditional contact residential university and it was found that the participants viewed video conferencing under the COVID-19 lockdown period as an exhausting experience. A second major finding revealed that the participants were empowered with digital literacy skills to use video conferencing effectively. The current findings add to a growing body of literature on video conferencing with a focus on Zoom fatigue. Further research might explore the lived zoom experiences of administrators, students and a larger group of faculties over a longer period. The study findings must be considered when planning and implementing video conferencing for academics and students in open distance e-learning contexts. This study showed that video conferencing is one tool in the emergence of a digital zoom revolution that has radically changed the workspace. The evidence from this study suggests that zoom fatigue is a reality check for work-related health management.

Comparison of Students Using Electronic Learning Website of the University of South Africa

2020 ◽  
Vol 10 (1) ◽  
pp. 24-35
Author(s):  
Motlhabane Jacobus Maboe
Keyword(s):  
Students With Disabilities ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Electronic Learning ◽  
Academic Activities ◽  
E Learning ◽  
Learning Platforms ◽  
Effective Use ◽  
The University

It is almost impossible to perform academic activities, such as accessing study material or contacting lecturers and other teaching and learning processes, at an open distance learning institution without the use of computers and the internet. This article investigates and reports on the time taken by students with and without disabilities to complete certain tasks using the University of South Africa's learning management systems (LMS). The findings of the study indicate that the time taken by students with disabilities to finish tasks is much longer compared to the students without disabilities. The study established that well-developed e-learning platforms guarantee efficient and effective use by both students with and without disabilities. The study suggests that it is significant for all LMS stakeholders to be involved in the development of e-learning websites. This is to ensure that accessibility and usability of these websites are adhered to during the development of e-learning websites.

scholarly journals Digital Literacy Learning In Higher Education Through Digital Storytelling Approach

2017 ◽  
Vol 13 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Banny S. K. Chan ◽  
Daniel Churchill ◽  
Thomas K. F. Chiu
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Digital Storytelling ◽  
Literacy Learning ◽  
Digital Transformation ◽  
Literacy Skills ◽  
Small Scale ◽  
Digital Competence ◽  
Classroom Activities ◽  
Purposive Sample

It is necessary to develop digital literacy skills with which students can communicate and express their ideas effectively using digital media. The educational sectors around the world are beginning to incorporate digital literacy into the curriculum. Digital storytelling, one of the possible classroom activities, is an approach which may help engage and motivate students to learn digital literacy skills. To investigate this approach, the present small-scale study employs the methods including interviewing and analysing the artefacts of three students selected from a purposive sample on a multimedia course. The findings indicate that the three students have improved in terms of three aspects of digital literacy skills, namely, digital competence, digital usage and digital transformation regardless of their prior knowledge and levels of digital literacy. 

scholarly journals ПРОГРАМА ІНФОРМАТИЗАЦІЇ УНІВЕРСИТЕТІВ. СТРАТЕГІЯ, СТАБІЛЬНА ТА ЗМІНА СКЛАДОВІ

2018 ◽  
Author(s):  
O. P. Mintser
Keyword(s):  
Higher Education ◽  
Educational Institutions ◽  
Learning Technology ◽  
Management Information ◽  
Educational Content ◽  
Medical Field ◽  
Electronic Learning ◽  
E Learning ◽  
Higher Educational ◽  
Market Needs

The issues of program informatisation of higher educational establishments of the medical field, introduction of mixed learning technology, in order to increase the competitiveness of Ukrainian medical universities, the widespread use of e-learning, electronic learning management, information and methodological support for the development of educational content are considered. It is emphasized that there are currently no alternatives to informatisation of educational institutions, and the main goal of informatisation of higher education institutions in the medical field should be to ensure harmonization between market needs in medical and pharmaceutical specialists with specific competencies, with world tendencies and results of functioning of higher educational institutions.

Mobile Technology and its Applications in Instructional Conversation

2009 ◽  
pp. 835-849
Author(s):  
Jason Caudill
Keyword(s):  
Modern Technology ◽  
Learning Technology ◽  
Technical Application ◽  
Electronic Learning ◽  
Network Connection ◽  
Mobile Networking ◽  
E Learning ◽  
Instructional Conversation ◽  
Relationship Of ◽  
Networking Technology

Mobile learning (m-learning) is the most recently developed category of electronic learning (e-learning), both of which are valuable tools in instructional conversation. What makes m-learning unique, and thus deserving of its study as an independent concept, is mobility; learners have the opportunity to go not just beyond the classroom, but beyond the limits of desktop and even laptop computers to engage in instructional environments. As an independent concept, m-learning has its own hardware and network technology, as well as a relationship with and difference from e-learning. As a component of instructional conversation, m-learning provides learners with opportunities to engage in discussion from almost any location at any time, making the conversations much more natural and beneficial to the group. M-learning technology is, to support the uniqueness of the discipline, mobile. Devices that people carry on a regular basis and can access at almost any location are what drive m-learning practice. Working in concert with these devices is mobile networking technology, which provides the mobile learner with access to instructional material from a wide variety of locations and frees them from being tied to a cabled network connection at a static location. Given that m-learning is using modern technology to achieve its goals, it is reasonable to associate m-learning with e-learning, and this is entirely correct. M-learning can in many ways be viewed either as an extension of e-learning or as a specific component of e-learning. While a discussion of detailed definitions will come later, it is important to recognize that entering into m-learning is not a departure from e-learning; the practitioner is simply adding new tools to their box. There are four main objectives of this chapter, all of which relate to preparing instructional conversation practitioners to integrate m-learning into their teaching. The first of these objectives is to gain knowledge of m-learning hardware. As with any technical application, learning the available tools is a critical first step in applying them. Second, readers should gain knowledge of m-learning networking. As will be explored, hardware mobility is of little use without a mobility of information, and information mobility is enabled by mobile networking. Third, readers will gain an understanding of the relationship of m-learning to e-learning which will provide them with a base from which to launch their own mlearning applications. Fourth, readers will review current applications of m-learning technology in the field of instructional conversation to provide examples of how to apply their new knowledge of m-learning to their own instructional conversation environments.

scholarly journals E-learning Systems in the Russian Mining and Metallurgical Sector

2021 ◽  
Vol 2021 (3) ◽  
pp. 315-325
Author(s):  
M. Kazakova ◽  
Tat'yana Selivanova
Keyword(s):  
Digital Economy ◽  
Learning Systems ◽  
Learning System ◽  
Learning Technology ◽  
Employee Survey ◽  
Electronic Learning ◽  
Open Questions ◽  
Educational Processes ◽  
E Learning

This article focuses on the implementation of the national programme "Digital Economy of the Russian Federation" and the federal project "Human Resources for the Digital Economy" in the organisation of the mining and metallurgical complex. The object of the study is e-learning systems. The subject of the study is the processes of using e-learning systems in the organization-basis of the study relating to the mining and metallurgical complex in Russia. The aim of the work is to develop recommendations for the management of organizations that are going to implement distance learning technology in the educational processes of staff. The methodology of the study includes a survey of employees of the organisation under study on the attitude and quality of training in an e-learning system. The experience of personnel training in enterprises with the help of different information systems is considered. The focus is on the analysis of the use of the training and control system "Olympox" in the organisation of the mining and metallurgy industry. The results of an employee survey are given to find out their attitude to the introduction of an electronic learning information system and to the organization of training processes in it. Recommendations on the improvement of information training systems used for personnel assessment and development are offered. Based on the results of the study, it was determined that the quality of personnel development depends on the competent combination of training in a face-to-face format with technology that allows you to practice theory in the form of tests and open questions and practice in the form of cases and exercises to practice working situations in conditions as close to the real.

scholarly journals Digital Literacy Skills and Attitudes towards E-Learning

2019 ◽  
pp. 93-107 ◽  
Author(s):  
Nazire Burçin Hamutoğlu ◽  
Merve Savaşçı ◽  
Gözde Sezen-Gültekin
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
E Learning

scholarly journals Digital Literacy: A Barrier to Adoption of Connected Health Technologies in Older Adults (Preprint)

2018 ◽  
Author(s):  
Lisa Gualtieri ◽  
Jeffrey Phillips ◽  
Sandra Rosenbluth ◽  
Steph Synoracki
Keyword(s):  
Older Adults ◽  
Digital Literacy ◽  
Digital Health ◽  
Age Groups ◽  
Literacy Skills ◽  
Barriers To Adoption ◽  
Health Technologies ◽  
Hands On ◽  
Smartphone Use ◽  
Effective Use

BACKGROUND Adoption and effective use of digital health technologies is especially important for older adults, who bear the greatest burden of chronic disease. However, some older adults lack the digital literacy skills needed to reap the benefits of these tools. Despite the greater infiltration of smartphones in all age groups, including older adults, smartphone ownership does not equate to adept smartphone use. Impediments to smartphone use can impede adoption and use of digital health technologies that rely on apps. OBJECTIVE Our objectives were to 1) determine the barriers to adoption and use of digital health technologies, specifically wearable activity trackers, by older adults; and 2) identify and test facilitators to adoption and use. METHODS We recruited more than 100 older adults aged 50-75 who owned a smartphone for our tracker studies. We provided each participant with a tracker and hands-on support for its setup and use. Support was tailored to each participant’s level of comfort and adeptness with his or her smartphone and new tracker, with the goal of having participants leave with a working tracker and an app they could engage with. RESULTS While all participants owned a smartphone, we identified several barriers to successful engagement with their own smartphones as well as with their new trackers. Some older model or pay-as-you-go phones could not download apps. Many participants required assistance to download and setup an app, as well as sync their tracker to the app. In several cases, the use of jargon such as “sync with Bluetooth” required an explanation. Some app features required guidance, such as changing the default of 10,000 steps to one that was more achievable and realistic for older adults. Furthermore, the design of some tracker faces and bands were preferred or more comfortable for participants. We found that once participants were able to overcome barriers to setup through hands-on training, other facilitators, such as a visual reminder of their commitment to physical activity and the immediate gratification of seeing their activity reflected in the tracker and the app, kept them engaged with the tracker. CONCLUSIONS The digital health market is growing rapidly and has great potential to improve health outcomes, yet it is failing to reach and meet the needs of older adults. Poor digital literacy skills impede adoption of digital health technologies, and their effective use once adopted. While a high-touch approach to helping older adults overcome barriers to adoption and use of digital health technologies has proven to be a successful facilitator in our studies, the challenge is in bringing this approach to scale and applying it to both consumer- and medical-grade technologies. In future studies, we hope to build on this knowledge and further identify design and training solutions that can be scaled to increase successful engagement of digital health technologies by older adults.

scholarly journals ІНФОРМАТИЗАЦІЯ ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДІВ МЕДИЧНОГО НАПРЯМУ

2018 ◽  
Author(s):  
O. P. Mintser
Keyword(s):  
Higher Education ◽  
Educational Institutions ◽  
Learning Technology ◽  
Management Information ◽  
Educational Content ◽  
Medical Field ◽  
Electronic Learning ◽  
E Learning ◽  
Higher Educational ◽  
Market Needs

The issues of informatisation of higher educational establishments of the medical field, introduction of mixed learning technology, in order to increase the competitiveness of Ukrainian medical universities, the widespread use of e-learning, electronic learning management, information and methodological support for the development of educational content are considered. It is emphasized that there are currently no alternatives to informatisation of educational institutions, and the main goal of informatisation of higher education institutions in the medical field should be to ensure harmonization between market needs in medical and pharmaceutical specialists with specific competencies, with world tendencies and results of functioning of higher educational institutions.

Digital Literacy Skills as Prerequisite for Teaching and Learning in Higher Education Institutions

Mousaion ◽  
2021 ◽  
Vol 39 (2) ◽  
Author(s):  
Tlou Maggie Masenya
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Mobile Technologies ◽  
Effective Use ◽  
The Impact

The advent of digital technologies has brought about new opportunities and challenges to the education system globally. The use of digital technologies by educators in Higher Education Institutions (HEIs) is a portal for innovative teaching and learning. While there is a gradual increase in the use of these innovative technologies by HEIs in South Africa, there is still a long way to transform the educational system fully. Effective use of digital technologies in teaching and learning needs a certain level of digital literacy. Digital literacy enhances teaching and learning by helping educators integrate and use digital technologies, while equipping students with skills to access the internet effectively. The impact of digital technology has beaconed the need of educators to acquire 21st-century skills. Digital literacy skills are critical in realising the potential and benefits of digital technologies. This paper investigates the importance of digital technologies in education and the impact of digital literacy skills on the effective use of these technologies in HEIs in South Africa. Data collection was primarily based on a critical review of literature relating to the application of mobile technologies in HEIs in South Africa. The results revealed various barriers inhibiting educators from adopting mobile technologies in teaching and learning, including lack of digital literacy skills, time constraints, unwillingness to change, lack of educator confidence, poor technological infrastructure, and lack of digital or mobile devices. The study provides recommendations to enable and inspire educators in HEIs to use mobile digital technologies effectively.

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