Discussion Board Tool and Student Engagement in a Digital Learning Space

2021 ◽  
Vol 1 (1) ◽  
pp. 7-12
Author(s):  
Samuel Adeyinka-Ojo
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Online Teaching ◽  
Learning Experience ◽  
Discussion Board ◽  
Digital Learning ◽  
Communication Tool ◽  
Student Group ◽  
Learning And Teaching ◽  
Digital Learning Environment

The purpose of this paper is to share the author’s online teaching experiences on increasing student engagement and learning experience in a digital teaching environment using the discussion board tool. This paper was written in the first person – that is, the author as I positioned myself within the study context. Blackboard was adopted as the learning management system at the author’s affiliated university for the digital teaching and learning delivery during the COVID-19 pandemic era. Discussion board is a communication tool contained within the Blackboard Collaborate Ultra that can be used to enhance learning and teaching. This paper is a reflective account of the author and students in three undergraduate (UG) teaching units during pandemic era. A combination of existing academic literature, online resources, online interviews via discussion board tool and personal experiences were employed to demonstrate and reflect my engagement with UG students in order to achieve specific learning outcomes. To achieve the purpose of my personal reflection reporting, this study asks one question from the participants: How would you describe your learning experience and engagement with your lecturer and fellow students using the discussion board tool for pre-tutorial and group assignment? This paper presents a context, reflection and case scenarios of three UG teaching units concerning fostering student engagement in digital learning environment through the discussion board tool. Findings indicate that there are three stages of student engagement using the discussion board tool namely: tutor-student engagement, student-student engagement, and student group-student group engagement. Discussion board tool encourages active learning experience. The implications of my reflective account shows that fostering student engagement in a digital learning environment through the discussion board is important for both tutors and students. It is recommended that more faculty members will explore learning and teaching resources available on discussion board tool in the ‘new normal’ era.

Fostering engagement and historical understanding with a digital learning environment in secondary education

2020 ◽  
pp. 204275302095745
Author(s):  
Diego Miguel-Revilla ◽  
Mercedes Calle-Carracedo ◽  
María Sánchez-Agustí
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Student Engagement ◽  
Learning Environment ◽  
Knowledge Acquisition ◽  
Traditional Approach ◽  
Methodological Approach ◽  
Historical Understanding ◽  
Digital Learning ◽  
Digital Learning Environment

The use of educational technology and digital learning environments in secondary education can offer multiple opportunities to go beyond the traditional approach frequently used in history education. This paper provides the result of a three-week intervention in two Spanish public schools with 86 fourth-year compulsory secondary education history students. The study examined the results of the implementation of a digital learning environment about the Spanish transition to democracy, and analyzed the effects of an intervention focused on the development of historical understanding and the use of digitized historical sources in student engagement and knowledge acquisition. Data obtained through the use of questionnaires were examined quantitatively and qualitatively using a mixed methods approach and different categories. Participants reported a positive perception of the methodological approach used during the sessions and high student engagement levels were detected after the intervention, which was supplemented by improvement in knowledge acquisition after the intervention. It is concluded that the intervention allowed students to become more engaged in a traditional discipline such as history by using a disciplinary approach, and that the use of the digital learning environment was useful in promoting historical understanding about the period under examination.

scholarly journals Re-envisioning the role of academic librarians for the digital learning environment: The case of UniSA Online

2019 ◽  
Vol 16 (1) ◽  
pp. 156-175
Author(s):  
Adriana Ciccone ◽  
◽  
Liz Hounslow ◽  
Keyword(s):  
Learning Environment ◽  
Learning Experience ◽  
Knowledge Society ◽  
Project Team ◽  
Academic Librarians ◽  
Digital Learning ◽  
Development Environment ◽  
Digital Learning Environment ◽  
Digital Curriculum ◽  
Digital World

Academic librarians cannot escape the implications of the knowledge economy and the pervasion of technology which effects everything that we do. Similarly, we must be prepared to teach our students how to cope in this knowledge society and how to develop the necessary information and digital literacy skills to be productive members of society in a digital environment. This article explores the first eighteen months of our experience as digital curriculum librarians in a large project at the University of South Australia (UniSA), UniSA Online. We have taken this opportunity to critically reflect on being embedded librarians within such a strategic and unique project. We examine the key cultural, pedagogical and technological challenges we have faced in delivering resources, support and services to the project team. The solutions we have adopted to overcome these challenges within an intensive course development environment are also outlined. The importance of building good relationships both within the project team, academics and with other library staff to deliver positive outcomes is discussed. We examine the pedagogical imperatives we have followed and the technological challenges we have faced to provide an active learning experience for our students in a digital learning environment. Our role as digital curriculum librarians is still evolving, however, we can observe some emerging trends within academic librarianship and comment on them, as we believe that the imperatives of the knowledge society will only become more prevalent into the future. We conclude by outlining which professional skills we need as academic librarians to evolve our roles and be successful in the digital world.

scholarly journals Digital Learning Environments: New Possibilities and Opportunities

2000 ◽  
Vol 1 (1) ◽  
Author(s):  
Otto Peters
Keyword(s):  
Learning Environment ◽  
Point Of View ◽  
Higher Learning ◽  
Digital Learning ◽  
Learning And Teaching ◽  
Digital Learning Environment ◽  
Information And Communication ◽  
Educational Paradigm ◽  
Digital Learning Environments ◽  
The Impact

<P class=abstract>This paper deals with the general problem whether and, if so, how far the impact of the digitised learning environment on our traditional distance education will change the way in which teachers teach and learners learn. Are the dramatic innovations a menace to established ways of learning and teaching or are they the panacea to overcome some of the difficulties of our system of higher learning and to solve some of our educational problems caused by the big and far-reaching educational paradigm shift? This paper will not deal with technical or technological achievements in the field of information and communication which are, of course, revolutionary and to be acknowledged and admired. Rather, the digital learning environment will be analysed from a pedagogical point of view in order to find out what exactly are the didactic possibilities and opportunities and what are its foreseeable disadvantages. </P>

scholarly journals Digital Learning Environment Embedded in a Larger Nationwide One: A Case Study of a High School

2021 ◽  
pp. 124-134
Author(s):  
Cecilia Fissore ◽  
Francesco Floris ◽  
Marina Marchisio ◽  
Sergio Rabellino
Keyword(s):  
High School ◽  
Online Education ◽  
Learning Environment ◽  
Online Teaching ◽  
National Level ◽  
Point Of View ◽  
Digital Learning ◽  
Training Support ◽  
Digital Learning Environment

The outbreak of COVID-19 and national measures undertaken to tackle the spread of the virus may cause significant disruption to the provision of education opportunities for learners and teachers. In Italy, most schools did not practice online teaching before the emergency, and in a short time head teachers, teachers, students had to face new technological tools and deal with a new type of teaching. The PPS – “Problem Posing and Solving” – project offered to all Italian teachers and schools, for free, a way of carrying out Online Education through a nationwide integrated Digital Learning Environment (DLE). In this paper we present a case study of a high school that used one DLE for online teaching of the entire school, embedded in a larger DLE at national level. The goal of this research is to present the integrated DLE of the project and the reasons why this case study can represent an effective model for online teaching of a school under different dimensions (technological, human and pedagogical). The results show that the teachers and the school head agree with our point of view. Most teachers are very supportive of using one DLE and think that this facilitates students and collaboration among teachers. Being included in a larger project allows teachers to compare, collaborate and share experiences and materials with teachers from all over Italy, and to have continuous technical and training support.

ACTIVE LEARNING OF STUDENTS – NEED OR NECESSARY IN ONLINE TEACHING

2021 ◽  
Vol 23 ◽  
pp. 11-21
Author(s):  
Anna Krajewska
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Empirical Research ◽  
Online Teaching ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
The Subject

The subject of research is the concept of active learning by students. The aim is to demonstrate its value and the possibility of using it in a pandemic of COVID 19 to a digital learning environment, in online teaching. The values inherent in this concept, in the construction of own knowledge by students, were analyzed. This is confirmed by the results of empirical research as well as in the practice of education. The use of this concept by teachers in a digital learning environment requires increased effort, but its effects increase the quality of the desired learning outcomes by students. Therefore, in the conditions of a pandemic of COVID 19, these actions are not only need but necessary.

scholarly journals Learning with Friction—Students’ Gestures and Enactment in Relation to a GeoGebra Simulation

2021 ◽  
Author(s):  
Lorena Solvang ◽  
Jesper Haglund
Keyword(s):  
Learning Environment ◽  
Video Data ◽  
Digital Learning ◽  
School Students ◽  
Representational Competence ◽  
Physics Students ◽  
Digital Learning Environment ◽  
Upper Secondary ◽  
Collaborative Learning Environment ◽  
Why Questions

AbstractThe present study contributes to the understanding of physics students’ representational competence by examining specific bodily practices (e.g. gestures, enactment) of students’ interaction and constructions of representations in relation to a digital learning environment. We present and analyse video data of upper-secondary school students’ interaction with a GeoGebra simulation of friction. Our analysis is based on the assumption that, in a collaborative learning environment, students use their bodies as means of dealing with interpretational problems, and that exploring students’ gestures and enactment can be used to analyse their sensemaking processes. This study shows that specific features of the simulation—features connected with microscopic aspects of friction—triggered students to ask what-if and why questions and consequently, to learn about the representation. During this sense-making process, students improvised their own representations to make their ideas more explicit. The findings extend current research on students’ representational competence by bringing attention to the role of students’ generation of improvised representations in the processes of learning with and about representations.

scholarly journals SETTING UP A DIGITAL LEARNING ENVIRONMENT IN A PEDAGOGICAL UNIVERSITY

2019 ◽  
Vol 15 (34) ◽  
pp. 624
Author(s):  
Vladimir N. Ivanov ◽  
Ekaterina A. Ilyina ◽  
Alexander A. Kirillov ◽  
Galina A. Alexandrova ◽  
Nikolay I. Stepanov ◽  
...  
Keyword(s):  
Learning Environment ◽  
Digital Learning ◽  
Digital Learning Environment

Este artigo tem como objetivo descobrir as particularidades de desenvolvimento do sistema de gerenciamento de universidades digitais da Rússia na Rússia no contexto da digitalização universal e identificar as oportunidades para o desenvolvimento de elementos do ambiente de aprendizado digital das universidades. O principal método de pesquisa da questão é uma análise comparativa do nível de competências digitais de estudantes de educação profissional na Rússia e nos estados membros da União Europeia. Os autores do artigo descobriram as particularidades dos processos transformacionais da educação moderna, revelaram o papel principal do desenvolvimento das tecnologias da informação e da comunicação, determinaram o lugar da Rússia no espaço de aprendizado mundial e analisaram a dinâmica da posição das instituições de ensino superior russas no país. a classificação mundial da universidade.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals An intelligent agent model for learning group development in the digital learning environment: A systematic literature review

2020 ◽  
Vol 9 (3) ◽  
pp. 1159-1166
Author(s):  
Budi Laksono Putro ◽  
Yusep Rosmansyah ◽  
Suhardi Suhardi
Keyword(s):  
Literature Review ◽  
Learning Environment ◽  
Systematic Literature Review ◽  
Intelligent Agents ◽  
Intelligent Agent ◽  
Group Development ◽  
Collaborative Problem Solving ◽  
Digital Learning ◽  
Agent Model ◽  
Digital Learning Environment

Group development is the first and most important step for the success of collaborative problem solving (CPS) learning in the digital learning environment (DLE). A literacy study is needed for studies in the intelligent agent domain for group development of collaborative learning in DLE. This paper is a systematic literature review (SLR) of intelligent agents for group formation from 2001 to 2019. This paper aims to find answers to 4 (four) research questions, namely: 1) What components to develop intelligent agents for group development; 2) What is the intelligent agent model for group development; 3) How are the metrics for measuring intelligent agent performance; and 4) How is the Framework for developing intelligent agent. The components of the intelligent agent model consist of: member attributes, group attributes (group constraints), and intelligent techniques. This research refers to Srba and Bielikova's group development model. The stages of the model are formation, performing and closing. An intelligent agent model at the formation stage. A performance metric for the intelligent agent at the performance stage. The framework for developing an intelligent agent is a reference to the stages of development, component selection techniques, and performance measurement of an intelligent agent.

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