scholarly journals A Learning Process Model to Enhance Digital Literacy using Critical Inquiry through Digital Storytelling (CIDST)

2019 ◽  
Vol 14 (03) ◽  
pp. 22 ◽  
Author(s):  
Siriwatchana Kaeophanuek ◽  
Jaitip Na-Songkhla ◽  
Prachyanun Nilsook
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Digital Literacy ◽  
Cognitive Skills ◽  
Process Model ◽  
Digital Storytelling ◽  
Second Phase ◽  
Critical Inquiry ◽  
Technical Ability ◽  
Digital Environments

Digital literacy is important because it is the underpinning influence that sustains an individual’s competent and purposeful use of digital technology in education. Having digital literacy requires more than just the technical ability to operate digital devices properly; it also comprises a variety of skills that are utilized in executing tasks in digital environments, such as information skills, socio-emotional skills, cognitive skills and reproduction skills that the learner needs to master in order to use digital environments effectively. This research aim is to propose a learning process model to enhance digital literacy using critical inquiry through digital storytelling (CIDST). The research methodology was divided into two phases: the first phase involves document analysis and synthesis to develop the learning process model and the second phase involves evaluating the suitable learning model by experts. From the results, we anticipate that our learning process model could be used for reference on the part of teachers planning and implementing instructional activities to enhance the digital literacy of undergraduate students.

scholarly journals A Development of the Flipped Learning Model Using the Critical Inquiry Process to Enhance Research Skills

2021 ◽  
Vol 15 (03) ◽  
pp. 70
Author(s):  
Siriwatchana Kaeophanuek ◽  
Naparat Chookerd
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Flipped Classroom ◽  
Process Model ◽  
Learning Model ◽  
Second Phase ◽  
Research Skill ◽  
Critical Inquiry ◽  
Research Skills ◽  
Development Activity

Flipped Classroom’ has become more popular in higher education for encouraging self-learning enthusiasm. This research aims to propose a learning process model of flipped classroom to develop research skill by applying critical inquiry theory in the instructional design to develop thinking, finding answer and research skills which are the key competency for conducting a research. The research methodology was divided into two phases: the first phase included literature review to develop the learning process model, the second phase included learning model suitability evaluation by expert. The results showed that experts have strongly agreed with the learning model. We anticipate that our flipped classroom model which has divided into 3 phase included <br /> pre-class, in-class and after-class phases with the addition of thinking skill development activity by using critical inquiry technics could be used for reference for teachers on planning and implementing instructional activities to enhance the research skill of undergraduate students

Thinking Skills in the Digital Era

2011 ◽  
pp. 1840-1845 ◽  
Author(s):  
Yoram Eshet
Keyword(s):  
User Interfaces ◽  
Digital Literacy ◽  
Cognitive Skills ◽  
Thinking Skills ◽  
Design Guidelines ◽  
Technical Ability ◽  
Digital Era ◽  
Digital Skills ◽  
Digital Environments ◽  
Fast Development

The fast development in digital technologies during the digital era confronts individuals with situations that require the utilization of an ever-growing assortment of technical, cognitive, and sociological skills that are necessary in order to perform and solve problems in digital environments. These skills have been termed in recent literature digital literacy (Bruce and Peyton, 1999; Gilster, 1997; Lenham, 1995; Pool, 1997; Swan, Bangert-Drowns, Moore-Cox, & Dugan, 2002; Tapscott, 1998). But unlike the common attitude toward this term in most of these papers, digital literacy is more than just the technical ability to operate digital devices properly; it comprises a variety of cognitive skills that are utilized in executing tasks in digital environments, such as surfing the Web, deciphering user interfaces, working with databases, and chatting in chat rooms. In fact, digital literacy has become a survival skill in the modern era: a key that helps users to work intuitively in executing complex digital tasks. In recent years, extensive efforts were made to describe and conceptualize the cognitive skills that users employ in digital environments (e.g., Burnett & McKinley, 1998; Cothey, 2002; Hargittai, 2002; Zins, 2000). Unfortunately, these efforts are usually local, focusing on a selected and limited variety of skills—mainly information-seeking skills (e.g., Marchionini, 1989; Zins)—and, therefore, they do not cover the full scope of the term digital literacy. Eshet (2004) has established a holistic conceptual model for digital literacy, arguing that it covers most of the cognitive skills that users and scholars employ while working in digital environments and, therefore, providing researchers and designers of digital environments with a powerful framework and design guidelines. This framework was derived from the analysis of large volumes of empirical and qualitative information regarding the behavior of users in digital environments. Its exclusive nature was discussed by Aviram and Eshet (in press), and its feasibility was tested by Eshet and Amichai-Hamburger (2004), who tested the performance of different groups of computer users with tasks that require the utilization of different digital skills. In these experiments they showed that the range of digital skills is restricted to the five skills discussed in the present paper. The present paper describes the major cognitive skills that comprise digital literacy, discusses their value in refining our understanding of how people interact in their work and in digital environments, and examines their application in improving communication among users, scholars, and designers of digital environments. The digital thinking skills that are discussed in the paper are the photovisual, reproductive, branching, informational, and socioemotional thinking skills. We suggest that these five digital thinking skills exist in every learner, but their volumes or magnitudes differ from person to person.

Real-Time Thinking in the Digital Era

2011 ◽  
pp. 3219-3223 ◽  
Author(s):  
Yoram Eshet-Alkalai
Keyword(s):  
Conceptual Model ◽  
Digital Literacy ◽  
Cognitive Skills ◽  
Digital Communication ◽  
Special Kind ◽  
Chat Rooms ◽  
Thinking Skill ◽  
Knowledge Domains ◽  
Digital Environments ◽  
Information Consumers

In 2004, Eshet-Alkalai published a 5-skill holistic conceptual model for digital literacy, arguing that it covers most of the cognitive skills that users and scholars employ in digital environments, and therefore providing scholars, researchers, and designers with a powerful framework and design guidelines. This model was later reinforced by task-based empirical research (Eshet-Alkalai & Amichai-Hamburger, 2004). Until today, it is considered one of the most complete and coherent models for digital literacy (Akers, 2005); it is used as the conceptual design infrastructure in a variety of educational multimedia companies and was also described in the Encyclopedia of Distance Learning (Eshet-Alkalai, 2005). The conceptual model of Eshet-Alkalai consists of the following five digital literacy thinking skills: 1. Photo-Visual Digital Thinking Skill: Modern graphicbased digital environments require scholars to employ cognitive skills of “using vision to think” in order to create photo-visual communication with the environment. This unique form of digital thinking skill helps users to intuitively “read” and understand instructions and messages that are presented in a visual-graphical form, as in user interfaces and in children’s computer games. 2. Reproduction Digital Thinking Skill: Modern digital technologies provide users with opportunities to create visual art and written works by reproducing and manipulating texts, visuals, and audio pieces. This requires the utilization of a digital reproduction thinking skill, defined as the ability to create new meanings or new interpretations by combining preexisting, independent shreds of digital information as text, graphic, and sound. 3. Branching Digital Thinking Skill: In hypermedia environments, users navigate in a branching, nonlinear way through knowledge domains. This form of navigation confronts them with problems that involve the need to construct knowledge from independent shreds of information that were accessed in a nonorderly and nonlinear way. The terms branching or hypermedia thinking are used to describe the cognitive skills that users of such digital environments employ. 4. Information Digital Thinking Skill: Today, with the exponential growth in available information, consumers’ ability to assess information by sorting out subjective, biased, or even false information has become a key issue in training people to become smart information consumers. The ability of information consumers to make educated assessments requires the utilization of a special kind of digital thinking skill, termed information skill. 5. Socio-Emotional Digital Thinking Skill: The expansion of digital communication in recent years has opened new dimensions and opportunities for collaborative learning through environments such as knowledge communities, discussion groups, and chat rooms. In these environments, users face challenges that require them to employ sociological and emotional skills in order to survive the hurdles that await them in the mass communication of cyberspace. Such challenges include not only the ability to share formal knowledge, but also to share emotions in digital communication, to identify pretentious people in chat rooms, and to avoid Internet traps such as hoaxes and malicious Internet viruses. These require users to acquire a relatively new kind of digital thinking skill, termed socio-­emotional, because it primarily involves sociological and emotional aspects of working in cyberspace.

scholarly journals An Investigation of the Students` Opinion on the Use of Digital Storytelling in Learning English

ELT-Lectura ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 47-51
Author(s):  
Yentri Anggeraini
Keyword(s):  
Learning Process ◽  
Language Comprehension ◽  
Digital Literacy ◽  
Digital Storytelling ◽  
Technology Tools ◽  
Learning English

  Various kinds of technology tools and media can be used to facilitate the leaching and learning English in this era. One of them is digital storytelling. It is a multimedia text including images, audio, or video accompanied by a narrated soundtrack to tell a story or give information. It combines the functions of visual, verbal, and audio those are important for language comprehension and skills. This present study aimed at investigating the students` opinions on the use of digital storytelling in EFL classroom. The questionnaire and interview were distributed to 31 participants as the main data. The results indicated that 84% students like learning English through digital storytelling, 81% of them enjoy presenting and sharing their digital literacy, and 77% of them argue that digital storytelling can motivate them to read a lot. It can be derived that digital storytelling makes the students participate actively during the learning process, allows the students to work collaboratively, and provide the students to be digitally literate.

How success enhances self-serving bias: A multinomial process model of the Implicit Association Test

2019 ◽  
Vol 47 (7) ◽  
pp. 1-9 ◽  
Author(s):  
Zhongyang Wang ◽  
Yi Li ◽  
Zheng Jin ◽  
Timothy Tamunang Tamutana
Keyword(s):  
Undergraduate Students ◽  
Implicit Association Test ◽  
Process Model ◽  
Self Esteem ◽  
Regulation Mechanism ◽  
Implicit Association ◽  
Desirable Outcome ◽  
Subsequent Application ◽  
External Forces ◽  
Better Than

Self-serving bias is individuals' belief that leads them to blame external forces when bad things happen and to give themselves credit when good things happen. To evaluate how underlying evaluative associations toward the self or others differ between individuals, and/or how the regulation mechanism of the influence of such associations differs, we used a multinomial process model to measure the underlying implicit self-esteem in these processes with 56 Chinese undergraduate students. The results indicated that participants assessed themselves as being better than others when their performance was followed by a desirable outcome. Subsequent application of the quadruple processes showed that both activation of positive associations toward self and regulation of the associations played important roles in attitudinal responses. Our findings may provide a supplementary explanation to that of previous results, promoting understanding of the mechanism underlying self-serving bias.

Establishing Partnerships for Effective Academic Programs

2017 ◽  
Vol 6 (4) ◽  
pp. 384-390 ◽  
Author(s):  
Joanna L. Morrissey ◽  
Joseph A. Beckett ◽  
Ross Sherman ◽  
Lisa J. Leininger
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Community Partnerships ◽  
Academic Programs ◽  
Campus Community ◽  
Specific Service ◽  
Internship Programs

As undergraduate students prepare to enter the workforce and become engaged members in their communities, it is necessary for universities to provide students with opportunities and resources to develop the knowledge, skills, and attitudes needed to be successful in their professional, personal, and social pursuits. Experiential learning is one approach that may be used to facilitate and strengthen the learning process for undergraduate students. Grounded in experiential learning, Kinesiology-specific service learning and internship programs can help students develop the skillset needed to be successful in their major and future careers. To best facilitate students’ learning, it is imperative that such academic programs build collaborative, sustainable and genuine campus-community partnerships. This paper presents a series of practical and successful partnership-building strategies from three unique institutions.

Homework questions designed to require higher-order cognitive skills in an undergraduate animal physiology course did not produce desirable difficulties, testing effects, or improvements in information retention

2021 ◽  
Author(s):  
Caitlin N Cadaret ◽  
Dustin T Yates
Keyword(s):  
Undergraduate Students ◽  
Cognitive Skills ◽  
Higher Order ◽  
Information Retention ◽  
Desirable Difficulties ◽  
Animal Physiology ◽  
Initial Learning ◽  
Retention Of Knowledge ◽  
Practical Exam

Abstract Studies show that retrieval practices such as homework assignments that are completed during the encoding phase of learning benefit knowledge acquisition and retention. In addition, desirable difficulties, which are strategies that intentionally create a greater challenge during initial learning to enhance encoding and retrieval pathways, also benefit learning long term. Our objective was to determine whether weekly homework questions intended to create desirable difficulties by requiring higher-order cognitive skills (HOCS) benefited students’ long-term retention of physiology concepts compared to questions designed to require lower-order cognitive skills (LOCS). Undergraduate students in a junior-level animal physiology course were presented information during weekly laboratory periods, and then required to complete retrieval practices in the form of online homework assignments 5 d after each lab. Homework questions were formatted per Bloom’s Taxonomy to require HOCS (i.e. level 4 or 5) or LOCS (i.e. level 1 or 2). Information retention was assessed the next week via performance on an in-class quiz and again at semesters’ end via performance on a final practical exam. We observed no differences in performance on the in-class quiz or final practical exam between students randomly assigned to complete homework with HOCS questions compared to LOCS questions. However, students that received homework with HOCS questions had decreased (P &lt; 0.05) performance scores on 9 out of the 11 homework assignments compared to those receiving homework with LOCS questions. These findings indicate that desirable difficulties were not created by our HOCS homework questions because students receiving these more difficult retrieval practices did not achieve equal success on them. As a result, this attempt to create variations in cognitive demand did not enhance retention of knowledge in this study.

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