Culture of Use of Moodle in Higher Education

2015 ◽  
pp. 327-344 ◽  
Author(s):  
M. Shuaib Mohamed Haneef
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Mass Communication ◽  
Teaching And Learning ◽  
Actor Network Theory ◽  
Electronic Media ◽  
Literacy Skills ◽  
Media Ecology ◽  
Digital Culture ◽  
Human Actors

In this chapter, the use of Moodle, an open source Learning Management System (LMS), by the Department of Electronic Media and Mass Communication in Pondicherry University, as a means to supplement classroom teaching has been examined drawing on Actor Network Theory (ANT). This chapter reveals that the use of Moodle gives rise to a new digital culture which is inscribed on the prior cultural template that students, instructors and institutions bring to have a bearing on their teaching and learning activities. However, the rise of such a digital culture is due to the human and material assemblages constituted by how students and instructors inscribe their manifestoes on Moodle and how Moodle inscribes its manifestations on them. Further, the performative potential of Moodle is explained by its networked interaction with other social, human and non-human actors such as the culture of using technology for learning, digital literacy skills, emergent digital divide, access issues among students and teachers, educational and economic background and institutional media ecology among others.

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.

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.

scholarly journals Online reading comprehension: challenges and opportunities

2014 ◽  
Vol 7 (2) ◽  
pp. 30-43 ◽  
Author(s):  
Julie Coiro
Keyword(s):  
Reading Comprehension ◽  
Digital Literacy ◽  
Special Kind ◽  
Literacy Skills ◽  
Digital Culture ◽  
The Internet ◽  
Online Reading ◽  
Online Reading Comprehension ◽  
Challenges And Opportunities ◽  
On Line

ABSTRACT: This paper details a number of challenges and opportunities for today’s learners when reading for information on the Internet. After defining online reading comprehension from a new literacies perspective and how it appears to be different than offline reading comprehension, I highlight details about four of the biggest challenges for today’s learners. These include 1) understanding and becoming proficient with the new literacy skills and practices needed for online research; 2) developing a special kind of digital wisdom that focuses on learning how to learn with the Internet; 3) taking on new roles in a digital culture that expects learners to actively participate and contribute with new knowledge as a member of their community; and 4) developing positive attitudes toward using the Internet for academic work. The second part of the paper shares examples of how skilled online readers can use the steps of online inquiry to think more deeply about topics that interest them; develop a personal voice as they share ideas with others; and work collaboratively to build meaning and new digital products that enable them to make a difference in their world, or matter. You can explore the research and resources from this presentation in more depth at <http://coiroevidosol.wikispaces.com/>.KEYWORDS: online reading comprehension; online inquiry; digital literacy; reading on the Internet; online readers. RESUMO:Este artigo detalha alguns desafios e oportunidades para o aprendiz contemporâneo, quando ele lê para obter informações na Internet. Depois de definir a compreensão da leitura online pela perspectiva dos novos letramentos e de mostrar como ela parece se diferir da leitura do impresso, eu destaco detalhes a respeito de quatro dos maiores desafios para os aprendizes na atualidade. Eles incluem: 1) compreender e se tornar proficiente nas habilidades dos novos letramentos e nas práticas necessárias para a pesquisa na Internet; 2) desenvolver um tipo especial de conhecimento digital que focaliza o aprender a aprender com a Internet; 3) a assumir novos papéis na cultura digital que espera que alunos, como membros de uma comunidade, participem ativamente e contribuam com ela trazendo novos conhecimentos; e 4) o desenvolvimento de atitudes positivas em relação ao uso da Internet para o trabalho acadêmico. Na segunda parte do artigo compartilho exemplos de como leitores de Internet habilidosos podem usar as etapas da pesquisa online para pensar mais profundamente sobre temas que interessam a eles; como podem desenvolver sua própria voz quando eles trocam idéias com outras pessoas; e de como eles podem trabalhar de forma colaborativa para construir sentidos e produtos digitais que lhes permitam fazer a diferença em seu mundo, ou naquele assunto. Você pode explorar a pesquisa e os recursos usados nesta apresentação de forma mais aprofundada no <http://coiroevidosol.wikispaces.com/>.PALAVRAS-CHAVE: compreensão da leitura on-line; pesquisa on-line; letramento digital; leitura na Internet; leitores online.

Pedagogical Responses to Social Software in Universities

2010 ◽  
pp. 335-356 ◽  
Author(s):  
Catherine McLoughlin ◽  
Mark J.W. Lee
Keyword(s):  
Experiential Learning ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Literacy Skills ◽  
Social Software ◽  
Pedagogical Change ◽  
Geographically Dispersed ◽  
Models Of Teaching ◽  
Networked Society

Learning management systems (LMS’s) that cater for geographically dispersed learners have been widely available for a number of years, but many higher education institutions are discovering that new models of teaching and learning are required to meet the needs of a generation of learners who seek greater autonomy, connectivity, and socio-experiential learning. The advent of Web 2.0, with its expanded potential for generativity and connectivity, propels pedagogical change and opens up the debate on how people conceptualize the dynamics of student learning. This chapter explores how such disruptive forces, fuelled by the affordances of social software tools, are challenging and redefining scholarship and pedagogy, and the accompanying need for learners to develop advanced digital literacy skills in preparation for work and life in the networked society. In response to these challenges, the authors propose a pedagogical framework, Pedagogy 2.0, which addresses the themes of participation in networked communities of learning, personalization of the learning experience, and learner productivity in the form of knowledge building and creativity.

scholarly journals Dark Side of Digital Literacy

2021 ◽  
pp. 86-91
Author(s):  
Mrs. Mariya Shalini ◽  
Dr. E. Arokiya Shylaja
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Dark Side ◽  
Learning Needs ◽  
Student Community ◽  
Hard Time ◽  
Current Scenario ◽  
Pros And Cons ◽  
Teaching Learning

Education is a field of indispensable transformation. During the hard time of pandemic outbreak, the method of teaching and learning changed undeniably. What had caused the changes? The pandemic or the learning needs and practices of students. Students’ learning needs are, of course, a priority. What could be the ideal form of teaching learning when students are not able to attend their daily transaction of subject content? It's only possible through the virtual mode. A very challenging period for the teaching fraternity, the student community, and the parents as well. Students must adapt themselves to virtual learning, and teachers must equip themselves with a new method of teaching. It is the parents' responsibility to procure items that please their wards. The current scenario of teaching and learning is therefore reliant heavily on digital literacy skills. In every coin there is a flip side. Similarly, digital literacy also has its pros and cons. The objective of this paper is to bring to light the dark side of digital literacy.

scholarly journals ATHENA: Contributing to Development of Higher Education Institutions for the Digital Age

2021 ◽  
Vol 30 (1) ◽  
pp. 125-131
Author(s):  
J. C. Quadrado ◽  
Yu. P. Pokholkov ◽  
K. K. Zaitseva
Keyword(s):  
Higher Education ◽  
European Union ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
The European Union ◽  
Grant Programs ◽  
Professional Educators ◽  
Digital Era

Facilitated by public administrations and the European Union, higher education institutions should support their teachers so they develop the skills for online and other forms of teaching and learning opened up by the digital era and should exploit the opportunities presented by technology to improve the quality of teaching and learning. The article focuses on new European Union grant programs that empower the increasing of digital literacy in the higher education area, developing cooperation, and overcoming challenges during the coronavirus pandemic. This initiative can empower a new European University and support an international project aimed at certification of professional educators with the participation of a Russian partner.

scholarly journals Pemenuhan Hak Pendidikan Dasar Di Kota Ambon Saat Pandemi Covid-19

SASI ◽  
2021 ◽  
Vol 27 (2) ◽  
pp. 196
Author(s):  
Lucia Charlota Octovina Tahamata ◽  
Welly Angela Riry
Keyword(s):  
Learning Process ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Basic Education ◽  
Literacy Skills ◽  
Learning System ◽  
Right To Education ◽  
Learning Methods ◽  
The Government ◽  
The Right

Fulfilling of the Right to Education is a part of Human Rights. The right to education has become important in line with government policies to work from home during the Covid 19 pandemic. During the Covid-19 pandemic the learning process uses two learning methods, namely the online method and the offline method. Two learning methods are used for learning but the process has not been implemented optimally by both teachers and students, there are always obstacles faced. The purpose of this study was to determine and study the fulfillment of the right to basic education during the Covid 19 pandemic. The authors conducted research at the Department of Education and Culture of Elementary Schools and Junior High Schools in Ambon City using empirical research methods, data collection techniques through interviews and observations to students. Based on the results of the research conducted, the authors found that the distance learning system in schools in Ambon City was not optimal due to facilities and infrastructure and mastery of technology. which is still low. Fulfilling the right to education requires the involvement of all parties, namely the government, educators, students and parents to work together in the teaching and learning process during the Covid-19 pandemic. The government, educators, students and educational administering institutions at a practical level must strive to develop learning methods with good digital literacy skills so that they need to be improved through trainings using media for online learning for both educators, students and parents

scholarly journals Language teacher perceptions and practices of digital literacy in Finnish higher education

2018 ◽  
pp. 41-60 ◽  
Author(s):  
Taina Juurakko-Paavola ◽  
Heidi Rontu ◽  
Michael Nelson
Keyword(s):  
Higher Education ◽  
Teacher Perceptions ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
National Level ◽  
Curriculum Planning ◽  
Language Teachers ◽  
Language And Communication ◽  
High Level ◽  
Finnish Higher Education

Digital literacy and digitalization have rapidly entered curriculum planning as key development targets in Finnish higher education, and consequently, also in the teaching and learning of languages and communication. For language teachers, this creates new development possibilities but also challenges, as new working methods and proficiencies need to be embraced. In this paper we focus on teacher perspectives of and practices in digital literacy and seek to identify the development needs they have and the challenges they face. Our study shows that there is a high level of interest in digital issues in language and communication teaching in Finland. Teachers are encouraged to include digital elements in their teaching. However, teachers need support and have varied needs in developing digipedagogical skills. The results of our study form the basis for a national-level strategy for furthering the digital literacy of language and communication teachers in higher education at personal, organizational and national levels.

scholarly journals Reimagining Professional Development for Digital Literacies: Old, New and Pandemic

2021 ◽  
Vol 23 (2) ◽  
pp. 49-60
Author(s):  
Suzanna Wong ◽  
Linda Laidlaw ◽  
Yina Liu
Keyword(s):  
Professional Development ◽  
School Districts ◽  
Teacher Development ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Professional Associations ◽  
Literacy Skills ◽  
Development Models ◽  
Literacy Teaching ◽  
Digital Skills

During the COVID-19 pandemic teachers have been expected to learn new digital literacy skills, often applying them immediately. While professional development structures within school districts and professional associations are organized to offer supports, teachers may be challenged to gain digital skills within existing professional development models. Within our study, teachers explored technologies with the aim of rethinking frames for teaching and learning literacy. Following the start of the COVID-19 pandemic they shared their experiences, insights and challenges. In our article, we address implications for digital literacy teaching and learning and the need for new ways of approaching teacher development.

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