Video Design for Online Courses

With the widespread use of instructional technology in the classroom environment, learning materials are designed according to the interests and needs of learners at different levels. These materials offer flexibility to learners and teachers about time and space. In the information age we live in, many digital materials are used to make learning more effective and permanent. When it comes to digital material, digital texts, videos, presentations, simulations, and animations come to mind. Videos that appeal to both visual and auditory senses appear as important teaching materials. Educational videos, one of the important digital learning resources, are also used in both traditional teaching and contemporary learning approaches. Many studies have shown that educational videos are a very important learning tool in face-to-face and online learning environments. In this context, the aim of this chapter is to talk about the design of educational videos that can be used in online courses in accordance with the principles of multimedia.

Teachers' Difficulties in Developing Learning Resources

This study aimed to identify the main problems faced by teachers in developing learning resources, and to provide recommendations for these problems. A qualitative descriptive approach was used. This study’s paticipants were recruited randomly, and included 55 teachers of SMP, SMA, and SLB. Data were collected through an online survey with a digital questionnaire instrument. Data analysis was carried out through three steps: data reduction, data presentation, and concluding. The results showed that there are three main problems that teachers face in developing learning resources: 1) the technical ability to use tools and devices to create digital learning resources; 2) the strategy of organizing learning materials to be applied to learning resources; and 3) the lack of skills in managing learning materials to be applied to digital learning resources. Based on these findings, it is recommended that teachers collaborate with educational technologists who are masters of learning resource development. Keywords: teachers’ difficulties, learning resources, instructional strategy

Construction of a 5G Wireless Semantic Web-Assisted English Digital Learning Resource Query System

Based on the 5G wireless semantic network, this paper realizes the construction of the English digital learning resources query system, providing the query and management functions for English digital learning resources, and realizes the integration of functions and resources on the digital learning system and mobile learning system. The platform is put into practical application, and data analysis is conducted to conclude how this system is used and whether it is conducive to improving students’ interest in learning English and their English proficiency. We propose a quality algorithm for 5G wireless networks, which not only captures the characteristics of 5G wireless networks such as local broadcast and node movement but also combines quality predicates as guards with broadcast reception actions, which are used to portray that a node can continue to execute subsequent processes only when the node reception actions satisfy certain conditions, which works together with the node default value mechanism to reduce the impact caused by unreliable links. The query content is interpreted and supplemented at the semantic level by using synonym expansion, and the knowledge base is used to filter the synonym expansion and further expand the synonym expansion query based on knowledge structure, to tap the implicit knowledge points related to the query, and to fuse the two extensions to realize the knowledge-based query expansion. We use 5G wireless semantic web-related technologies to build an English digital learning resource query system with complete functions and good experience across terminals. Through the questionnaire survey and data analysis of the users of this system, it is found that the system is well used and effectively enhances students’ interest in learning English and improves learning efficiency. By applying the experimental comparison method, it is known that this system has improved students’ English proficiency to a certain extent.

EFFECTS OF DIGITAL LEARNING ON STUDENTS MOTIVATION AND ATTITUDE

Education in recent years has undergone impressive transformation occasioned by the rise in technological innovations. Digital learning resources have been widely integrated into teaching and learning in all levels of Nigerias educational system, and the trend is significantly affecting learners enthusiasm and schoolwork engagement. The primary purpose of the present study was to examine the effect of digital learning on students learning motivation and attitude. A cross-sectional design was adopted, and 127 students randomly pooled from public tertiary institutions in Kogi State, Nigeria, participated in the study. The samples completed a self-report measure assessing digital learning perceptions, learning motivation, and attitude. The result of the linear regression model revealed that digital learning resources statistically significantly predicted students learning motivation and attitudes. The study concludes that the digital learning platform remains an indispensable tool in enhancing learning willingness.

APPLICATION OF VIRTUALIZATION TECHNOLOGIES IN THE CONTEXT OF DIGITALIZATION OF EDUCATION

Today, education is influenced by many factors. Educational institutions face budget cuts, outdated information technology, data security management, and a push to integrate distance learning. Virtualization technologies offer innovative solutions to the problems that arise in this direction. In particular, the extensive use of virtualization in implementing remote and traditional teaching with the use of various e-learning materials, digital learning resources, educational portals, websites, cloud-based technologies. The article presents the directions of the organization of the original educational infrastructure with the use of virtualization technologies implemented by the university in the educational process. This infrastructure provides students and university staff with access to virtual workstations and applications over the Internet, both for working in computer labs at the university and for extracurricular work. Virtualization technologies that characterize the infrastructure functions are presented, which reflect the advantages of this direction, and the final results of research experiments conducted to identify infrastructure problems are presented.

Teaching Bulgarian as a Foreign Language in Electronic Environment

The article presents the new form of online teaching of Bulgarian as foreign language, which has become established in last year. Attention is focused on the opportunities for using a specialized educational online platform and digital learning resources. They are considered the elements the elements of the learning process, that can be maintained online - synchronous teaching, assignment of tasks for training and control, assessment of competencies. Attention is paid to the roles of the teacher and students to achieve an effective distance learning process.

EXAMINATION OF THE ADEQUACY OF RESOURCES PREPAREDNESS FOR IMPLEMENTATION OF INTEGRATION OF DIGITAL LEARNING IN PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

Purpose: Digital learning integration (DLI) in schools has positive implications for the education systems. DLI programme was rolled out in Meru County alongside other 46 counties in Kenya in 2016 after several postponements. However, DLI programme adoption is attributed to preparation challenges. This study examined the adequacy of resources on implementation of DLI programme in public primary schools in Meru County. Methodology: The study was guided by Roger’s diffusion of innovation theory and Boum’s project management cycle. The study used descriptive survey design and adopted mixed method approach. The study targeted 710 public primary schools in 9 sub-counties. Data was provided by 710 head teachers, 7032 teachers, 2004 Parent Teachers Association (PTA) executive members, and 25,720 grade 3 DLI programme pioneer pupils. A 10% sample of schools was considered sufficient which was obtained using simple random sampling technique. As a result, 71 head teachers and 703 teachers were obtained. Purposive judgmental sampling technique was used to get 201 PTA members. Further, Sloven’s formula was used to get a sample size of 396 pupils that formed Focus Group Discussion (FGD) each consisting of 8 learners, and 9 SCDEs were purposively sampled. Questionnaires were used to collect data from head teachers, teachers and PTA while interview schedules and FGDs were used to get data from SCDEs and from learners respectively. Observational schedule was also used to provide guide for focusing observation and recording data. The research tools were pre-tested for validity and reliability. The quantitative data was analyzed using IBM SPSS Statistics for Windows version 22. The data was analyzed, interpreted and reported using percentages, measures of central tendency. Univariate regression analysis was used to test hypothesis. Qualitative data was analyzed according to themes based on study objective and reported in narratives. Findings: Through computation of Pearson product moment correlation coefficients confirmed that there is significant positive correlation (r = 0.825) between variable adequacy of digital learning resources against DLI at 0.05 level of significance. Resources such as tablets, internet connectivity, computer laboratory and electricity were noted to be inadequate. Learners who were introduced to DLI appreciated and were always eager to learn using the available digital technology resources. In addition, there was no monitoring or evaluation of the digital programme after roll out by quality assurance and standards officers as per the policy guidelines. The study concluded that preparations for digital programme were inadequate. The findings will be useful to educationists, parents, teachers, and policy makers. Unique contribution to theory, practice and policy: The study recommended that MoE should go back to the drawing board and come up with proactive measures on provision of digital learning resources. Adequate resources such as tablets, desks, computer laboratories, network connectivity and electricity among others should be availed to all schools. Tablets available are too few to be distributed to pupils during this period of COVID-19 pandemic leading to resource wastage. MoE should own the innovation and facilitate its full adoption by coming up with apt monitoring and control systems. Political objectives should not be allowed to overshadow policy structures such as planning, management and administrative processes.

A Scoping Review on Open Educational Resources to Support Interactions of Learners with Disabilities

This scoping review explored the trends in open educational resources (OER) that support the interactions of learners with disabilities and the challenges of supporting these interactions in such environments. Emerging OER and open educational practices allow learners to interact with digital learning resources in self-regulated learning. Since OER assume learners’ self-regulation, research has explored how to promote learner interactions to facilitate better engagement and motivation. Emerging research on OER-enabled pedagogy corroborate this trend. However, despite increasing interest in OER and open educational practices, few studies have demonstrated how OER support various types of interactions for learners with disabilities. Learners with disabilities are likely to experience challenges in interacting with OER due to their modality constraints. A comprehensive literature synthesis is essential to investigate the needs of learners with disabilities in their interactions in OER. In this study, we reviewed and synthesized existing research on how OER and open educational practices support the interactions of learners with disabilities across different OER platforms. Our findings suggest both research and design implications for future OER designs suited for learners with disabilities.