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Published By Sage Publications

2042-7530, 2042-7530

2021 ◽  
pp. 204275302110306
Author(s):  
Hanan Aifan

In this industrial age, skills required in most jobs are 21st-century skills. The current study aimed to investigate whether there is a relationship between implementing project-based collaborative learning using PowerPoint and improving students’ 21st-century skills from the students’ perspectives. It also examines whether there is a significant relationship between students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills and their major. The participants of the study were 75 female students enrolled in an Educational Technology and Means course at Najran University. The findings revealed that there is a significant and positive relationship between implementing a project-based collaborative learning approach using PowerPoint and improving the students’ 21st-century skills, r (74) = 0.74 and p < 0.05. Additionally, the findings demonstrated that 21st-century skills improved the most through “actively collaborating with others” (M = 4.6, SD = 0.56). Additionally, there was no significant difference in students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills in terms of human studies or scientific studies majors, t (37) = 1.97 and p > 0.05. The findings demonstrate that more research is required on the role of higher education in developing meaningful technology-based strategies to improve students’ 21st-century skills in learning environments.


2021 ◽  
pp. 204275302110609
Author(s):  
Ferit Karakoyun ◽  
Bülent Başaran

In this study, 15-year-old Turkish students’ profiles of using ICT at home and at school were identified, and the extent to which these profiles were associated with their academic achievement was determined. Moreover, the study investigated the effects of the students’ age of first usage of digital device and internet, their gender and their parents’ education level on the students’ ICT usage profiles. In the study, by using Latent Class Analysis, Program for International Student Assessment (PISA) 2018 Turkey data were analyzed ( n = 6890). According to the findings obtained in the study, it was revealed that the students who used ICT resources at high level at home and at school constituted the smallest class (8% of the sample). The students whose mothers’ levels of education were high and those who were male had a higher probability of being a member of the high-level ICT user class. In addition, the students who started using their first digital devices and the Internet at later ages were less likely to be a member of the class using high-level ICT. Finally, the students in the high-level ICT user class had low mathematics, reading, and science achievement scores.


2021 ◽  
pp. 204275302110582
Author(s):  
Ünal Çakiroğlu ◽  
Melek Atabay

It requires a lot of energy to support the adoption of online learning by adult learners. Thus, the question of how online learning intersects with adult learning may provide meaningful pathways to understanding online learning per se. This study aims to understand the online study behaviors of teachers enrolled in an online Educational Technology Master’s program. This case study involved a Research Methods course, which was part of an online project for teachers. An online control list form and interviews were used as data collection tools. The results indicated that sharing, problem solving, product development, monitoring, and research were prominent activities that shape the study behaviors. While some of the behaviors in these activities indicated the reshaping of previous study behaviors, other behaviors newly appeared during the program. Characteristics of adult learners, online setting features, and the context of the projects were the main factors that influenced study behaviors. Finally, the implications for better online adult learning experiences are addressed.


2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.


2021 ◽  
pp. 204275302110447
Author(s):  
Kawita Sarwari ◽  
Ahmad Fawad Kakar ◽  
Jawad Golzar ◽  
Mir Abdullah Miri

This study examined students’ attitudes toward distance learning, and its relationship with the duration of using Telegram and schooling. It specifically explored students’ experiences of the challenges and opportunities that distance learning created during the COVID-19 pandemic. Accordingly, two null hypotheses were formulated: (1) there is no significant relationship between students’ attitudes toward distance learning and the duration of using Telegram; and (2) there is no significant relationship between students’ attitudes towards distance learning and the duration of schooling. Data were collected from a survey questionnaire and in-depth semi-structured interviews with students from the English Department of Herat University, Afghanistan. The quantitative data were analyzed using SPSS, an independent samples t-test, and ANOVA. The results of the t-test showed that the first hypothesis should be accepted, meaning there is no relationship between students’ attitudes toward e-learning and years of Telegram use. Further, the one-way ANOVA test showed that the second null hypothesis was affirmed. Moreover, the qualitative findings indicated that distance learning via Telegram is associated with context-specific challenges and several opportunities.


2021 ◽  
pp. 204275302110397 ◽  
Author(s):  
Murod Ismailov ◽  
Joël Laurier

The COVID-19 pandemic, resulting in unprecedented campus closures and social distancing, has reinforced the value of learning using a virtual teamwork format. While a large body of research focuses on the inputs (members’ skills, motivation, technology, and virtuality) and outcomes (satisfaction, performance, and learning) of virtual teamwork, to date, only a limited number of studies have explored virtual teamwork processes involving university students. By drawing on the team processes model ( Marks et al., 2001 ), in this qualitative study, we extend the scope of virtual team processes to a university online course. In addition, we explore transition, action, and interpersonal processes that undergraduate students experience when learning in virtual teams. The study participants included Japanese and international students ( N = 20) from three universities in Japan taking a synchronous online course in international organizations during the summer of 2020; 15 combinations of virtual teams were created. The study is based on the inductive content analysis of e-portfolios created and managed by students taking the online course. The findings show that virtual teams are multitasking entities that transition through multiple processes simultaneously and consequentially to achieve team goals. From the analyzed e-portfolios, it can be observed that across all themes, systems monitoring (action processes), affect management (interpersonal processes), and strategy formulation and planning (transition processes) have been crucial in invigorating virtual teams toward task accomplishment. Finally, the study discusses both theoretical and practical implications.


2021 ◽  
pp. 204275302110388
Author(s):  
Talha A Sharadgah ◽  
Rami A Sa’di

The purpose of this study is to suggest priorities for reorienting traditional institutions of higher education (IHE) toward online teaching and learning beyond the COVID-19 experience. This research applied the qualitative research method. Data collection sources included both a systematic literature review relating to how COVID-19 informed online distance learning across the globe and an analysis of circulars germane to the pandemic that were issued by the Ministry of Education (MOE) in Saudi Arabia and by Prince Sattam bin Abdulaziz University (PSAU). Guided by those two types of data, that is, review of the literature in general and the MOE and PSAU circulars in particular, and also illuminated by their own experiences of online teaching during the lockdown, the researchers were able to put forward those priorities. For the systematic review of the literature, five steps were performed: (1) identifying search terms and developing and applying a search strategy; (2) screening the obtained research papers, removing duplicates and papers outside the focal point, and establishing inclusion/exclusion criteria; (3) assessing the research papers against the inclusion/exclusion criteria; (4) data extraction; and (5) data synthesis. Although this article does not suggest traditional IHE should go entirely digital, it highlights the need for IHE to ensure access to online learning content, develop more partnerships with community, develop online self-study skills, get students to shift from passive to active learning, and a need to reconsider current e-assessment. Additionally, the study emphasizes the need to provide additional support for faculty members, how university buildings should be gradually reopened, controlling factors influencing online learning outcomes, and addressing the issue of dropouts in IHE. Finally, the study underlines the need to add further emphasis to the importance of integrating blended learning in the university curriculum and navigating toward developing global distance learning programs.


2021 ◽  
pp. 204275302110365
Author(s):  
Akbar Bahari

The emergence of newer educational technologies provides opportunities for computer-assisted language learning practitioners and software developers to capitalize on the affordances for the second language (L2) learning purposes. This article explored and brought together the reported affordances and challenges of virtual reality to teach the L2 receptive and productive skills by reviewing seventy-five peer-reviewed articles published from 2010 to 2020. The results revealed an imbalanced trend of research on language skills learning by virtual reality tools and affordances in favor of listening and speaking skills compared to reading and writing skills. The obtained data were tabularized in terms of language skills. The results were visualized by hierarchical database formats. Pedagogical implications of the study inform teachers about affordances available to teach L2 skills in educational virtual reality environments toward a more digitally enhanced L2 pedagogy. Theoretical implications of the study inform researchers about the challenges that need to be addressed.


2021 ◽  
pp. 204275302110355
Author(s):  
Vladislav Ilin

Digital technology in education has become a staple of many contemporary classrooms. Educational technology offers many benefits, including access to knowledge, mobility, multiple means of engagement, accessibility, distance learning, as well as the ability to connect in unprecedented ways. There is a growing body of research that examines digital learning tools, online classroom environments, learning management systems and other technologies that are integrated into the learning process. Such research extends to analysing the positive impacts of online and blended learning; however, few studies explore the user preferences of the learners. Without assessment of the user preference, the benefits of learning through technology are often lessened. This research explores and analyses how user media preferences influence engagement and motivation in online learning. One hundred twenty-two KS3 (13-year-olds) secondary school were provided voluntary access to a purpose-built online learning resource that augmented their in-class Holocaust history curriculum with learning materials in audio, video and e-text. Data were collected through web analytics and user feedback forms. The analytical tools provided detailed quantitative data on user activity on the site, while the feedback forms yielded qualitative data on usefulness and enjoyment. Results provided insights on the usage trends and user preferences that influence engagement. These behavioural patterns reflect user motivation and learning preferences and can be utilised to personalise digital content delivery to increase engagement with online learning materials.


2021 ◽  
pp. 204275302110323
Author(s):  
Aslı Ünlüsoy ◽  
Kevin M Leander ◽  
Mariëtte de Haan

Understanding the affordances that networked platforms offer is a good place to start rethinking our notions of learning. The article discusses how social connectivity has changed, arguing that networking and networks have become foregrounded in how we perceive and experience our (digital) social worlds. Our aim is to understand the nature of networked structures, and the networked practices that these have enabled, to shed light upon how they ‘work’ for learning. While making use of the concept of affordances, the article discusses a selection of four affordances of digital networks (visibility, scalability, flexibility and persistence) and argues how these impact upon opportunities to learn through social media. The article finally critically reflects on how sociocultural theories of learning need expansion and revision, given social changes involving the rise of social media, but it also shows how this perspective leads the way in pointing to new challenges for theorising learning.


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