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.

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 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 Supporting eLearners by increasing Digital Literacy Skills in Healthcare Educators

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Rebecca Sherwood
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Student Perspective ◽  
Discussion Forums ◽  
Diverse Range ◽  
Teacher Understanding ◽  
Wide Range ◽  
E Learning ◽  
Potential Benefits ◽  
Healthcare Educators

This paper presents a case study detailing the author’s involvement in a teacher training module designed to improve healthcare educators’ scope for delivering e-learning elements within their curricula. The best method for enhancing teacher understanding of how students experience learning in the online environment is by first allowing teachers to experience the process themselves from a student perspective. It is proposed that such exposure will allow teachers to gain greater insight into the potential benefits and pitfalls of online delivery and apply the knowledge gained to their own practice. Teachers from a wide range of healthcare specialities engaged in discussion forums and gained practice in new and varied methods of e-learning, discovering how they could be blended with traditional classroom based delivery to achieve a diverse range of learning outcomes. It was found that the inter-disciplinary representation on the module created a potent mix of experience and viewpoints that greatly contributed to the overall learning environment. The cohort of 12 included adult and children branch nursing (hospital and community based), midwifery, allied health, and a member of the e-learning support team.

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 The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

scholarly journals The Relationship between Language Proficiency Level and L2 Digital Literacy Self-efficacy: A Study of EFL University Students

2021 ◽  
Vol 21 (2) ◽  
Keyword(s):  
Digital Literacy ◽  
Self Efficacy ◽  
English Proficiency ◽  
Literacy Skills ◽  
Future Research ◽  
Online Information ◽  
Digital Information ◽  
Proficiency Level ◽  
Efl Students ◽  
The Relationship

The evolving digitization of teaching and learning in higher education institutions requires students to be digitally literate (Miller 2015). Despite the echoes of being “digital natives” (Prensky 2001), many EFL students experience difficulties when locating, retrieving, evaluating, and synthesizing digital information at their disposal, especially when the information is in English. To this end, this study is conducted to scrutinize the relationship between EFL students’ second language (L2) digital literacy skills and strategies (DLSs) self-efficacy and their English proficiency level. A total of 93 Saudi students majoring in English at Prince Sattam bin Abdulaziz University were surveyed for their English proficiency level and their abilities to use three major domains of digital literacy skills. The data were analyzed statistically using descriptive measures and ANOVA. The results revealed a significant positive correlation between English proficiency and L2 DLSs. Students with intermediate and upper-intermediate English levels displayed low efficacy in their abilities to navigate, evaluate, and synthesize online information compared to advanced English users. The study concluded that students with higher English proficiency are more responsive to digital literacy skills and can perform well in digitally enhanced environments than basic English users. Pedagogical implications and areas for future research are discussed.

Sign in / Sign up

Export Citation Format

Share Document