Digital learning tools and resources in ophthalmic surgery training: a narrative review

This study aims to explore the use of digital-based Islamic Religious Education (PAI) learning resources involving the internet, websites, and social media at SMA Unggulan Al-Azhar Medan. This study also aims to evaluate the effectiveness of digital learning resources and analyze the advantages and disadvantages that may arise in the use of digital PAI learning resources. The methodology applied in this research is a qualitative approach with a focus on SMA Unggulan Al-Azhar Medan as the research locus. The data collection process was conducted through observation, interview, literature study, and documentation techniques. The results showed that SMA Unggulan Al-Azhar Medan adopted digital learning resources, including the internet, websites, and social media in teaching PAI. The use of these digital PAI learning resources contributes positively, where around 80% of learners feel significant assistance in the learning process. The accessibility of digital resources makes it easier for teachers and learners to develop their thinking creativity in accordance with the demands of the times. However, this study also identified some challenges and weaknesses that need to be considered in the implementation of digital PAI learning resources in this educational context.

The world is awash with claims about the effects of health interventions. Many of these claims are untrustworthy because the bases are unreliable. Acting on unreliable claims can lead to waste of resources and poor health outcomes. Yet, most people lack the necessary skills to appraise the reliability of health claims. The Informed Health Choices (IHC) project aims to equip young people in Ugandan lower secondary schools with skills to think critically about health claims and to make good health choices by developing and evaluating digital learning resources. To ensure that we create resources that are suitable for use in Uganda's secondary schools and can be scaled up if found effective, we conducted a context analysis. We aimed to better understand opportunities and barriers related to demand for the resources, how the learning content overlaps with existing curriculum and conditions in secondary schools for accessing and using digital resources, in order to inform resource development. We used a mixed methods approach and collected both qualitative and quantitative data. We conducted document analyses, key informant interviews, focus group discussions, school visits, and a telephone survey regarding information communication and technology (ICT). We used a nominal group technique to obtain consensus on the appropriate number and length of IHC lessons that should be planned in a school term. We developed and used a framework from the objectives to code the transcripts and generated summaries of query reports in Atlas.ti version 7. Critical thinking is a key competency in the lower secondary school curriculum. However, the curriculum does not explicitly make provision to teach critical thinking about health, despite a need acknowledged by curriculum developers, teachers and students. Exam oriented teaching and a lack of learning resources are additional important barriers to teaching critical thinking about health. School closures and the subsequent introduction of online learning during the COVID-19 pandemic has accelerated teachers' use of digital equipment and learning resources for teaching. Although the government is committed to improving access to ICT in schools and teachers are open to using ICT, access to digital equipment, unreliable power and internet connections remain important hinderances to use of digital learning resources. There is a recognized need for learning resources to teach critical thinking about health in Ugandan lower secondary schools. Digital learning resources should be designed to be usable even in schools with limited access and equipment. Teacher training on use of ICT for teaching is needed.

To create comfortable conditions for international students at Russian universities academics should have high fluency in English for specific purposes (ESP) and be able to use English as instruction language in the educational process. Moreover, digitalization of all the spheres of human life forces educators to use distance learning technologies. However, the members of the academic staff are not always able to use suitable digital tools when teaching in a foreign language. The purpose of the research is to develop and implement a complex of digital distance learning tools for the faculty that study at ESP courses of the continuing professional development program “Lingva” realized at South Ural State University. The authors defined the concept of “digital distance learning tools”; evaluated the degree of awareness of the academics of the types and purposes of digital tools in distance foreign language learning. The effectiveness of the use of digital tools in distance foreign language learning was analyzed; the educators’ attitudes to the types of digital distance learning tools were identified. A complex of digital distance learning tools based on the analysis of educators’ needs was introduced into teaching English. Theoretical (analysis of modern scientific and methodological literature) and empirical (questionnaires, interviews, methods of mathematical processing of the data obtained) methods were applied. The findings revealed that the major part of the surveyed academics were not aware of some digital tools and the possibilities of their application. Educators implemented some typical digital distance learning tools at their lessons, and would like to learn more about language learning platforms, sites for the development of speech activity types, and other features of LMS Moodle. Educators, in general, do not apply digital tools to the full extent for two main reasons: they do not have enough time to master necessary skills and they often encounter technical challenges. The findings may assist lecturers, language training practitioners in ESP training for academics via digital distance learning tools.

This study investigated determinants of the behavioural intention of Open Distance Learning (ODL) students to use digital tools and resources for learning in Nigeria. The study utilized an online questionnaire to gather data from 522 ODL students from an ODL institution in Nigeria. The Unified Theory of Acceptance and Use of Technology (UTAUT) was the main framework used for the analysis in which attitude was included as an additional variable to seek out a much better model capable of improving the understanding of ODL students’ behavioural intention to use digital tools and resources for learning. Thus, an extended UTAUT model was developed and tested in this study. The model consisted of six constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, attitude and behavioural intention. A Partial Least Square-Structural Equation Modelling (PLS-SEM) was used for data analysis. Results revealed that the proposed model successfully explained critical factors that determine ODL students’ behavioural intention to use digital tools and resources for learning. The study suggested that attitude, performance expectancy and facilitating conditions are the major determinants of behavioural intention to use digital tools and resources but attitude is the most prominent factor. Thus, implications and suggestions for further studies were highlighted.

BackgroundAccording to the German Physiotherapy Education and Qualification Regulations, teaching of anatomical structures is one of the fundamental subjects of physiotherapy education. Besides exhibits and models, anatomy atlases are usually used as teaching and learning tools. These are available in both analog form such as printed books or in digital form as a mobile application. Furthermore, the use of digital teaching and learning tools is steadily increasing within the education of health professionals.AimTo assess the efficacy of a digital educational tool in contrast to an analog anatomical atlas in acquiring knowledge about anatomical structures.Material and methodThe data collection took place in the context of an anatomy tutorial for students of the bachelor’s degree program in physiotherapy. In a cross-over design, the students completed two learning assignments, each, with different learning materials provided, either with an anatomy app on a tablet or with an anatomy atlas as a book. The tests to assess the newly acquired knowledge immediately after the task, consisted of questions about the anatomical structures of the knee as well as the shoulder. In addition, the students’ satisfaction with the learning materials provided was surveyed using a questionnaire. The survey assessed their satisfaction, their assessment of learning success, and their affinity to digital learning materials. This was done using a 5-point Likert scale and a free-text field. The data was analyzed descriptively, and group differences were calculated using a t-tests.ResultsThirty students participated. The group comparison showed a significantly better outcome for the group that prepared with the analog anatomy atlas for the questions on the knee than the comparison group that used the anatomy app (t(28) = 2.6; p = 0.007). For the questions concerning the shoulder, there was no significant difference between the digital and analog groups (t(28) = 1.14; p = 0.26). The questionnaire revealed that satisfaction with the analog anatomy atlas was significantly higher than with the anatomy app. A total of 93.34% rated their experience with the analog learning tool at least “somewhat satisfied”. In contrast, 72.67% of students partially or fully agreed that they “enjoyed learning with digital learning tools”.DiscussionLearning anatomical structures with the Human Anatomy Atlas 2023 + app did not show a clear advantage when compared to an anatomy book in these two cohorts of physiotherapy students. The results of the questionnaire also showed greater satisfaction with the analog anatomy atlas than with the anatomy app, whereas most students stated that they frequently use digital learning tools, including some for anatomical structures. Satisfaction with the learning tool seems to play a central role in their effectiveness. In addition, sufficient time must be provided for users to familiarize themselves with the user interface of digital applications to use them effectively.RegistrationDiese klinische Studie wurde nicht in einem Studienregister registriert.

IntroductionThe world is awash with claims about the effects of health interventions. Many of these claims are untrustworthy because the bases are unreliable. Acting on unreliable claims can lead to waste of resources and poor health outcomes. Yet, most people lack the necessary skills to appraise the reliability of health claims. The Informed Health Choices (IHC) project aims to equip young people in Ugandan lower secondary schools with skills to think critically about health claims and to make good health choices by developing and evaluating digital learning resources. To ensure that we create resources that are suitable for use in Uganda’s secondary schools and can be scaled up if found effective, we conducted a context analysis. We aimed to better understand opportunities and barriers related to demand for the resources, how the learning content overlaps with existing curriculum and conditions in secondary schools for accessing and using digital resources, in order to inform resource development.MethodsWe used a mixed methods approach and collected both qualitative and quantitative data. We conducted document analyses, key informant interviews, focus group discussions, school visits, and a telephone survey regarding information communication and technology (ICT). We used a nominal group technique to obtain consensus on the appropriate number and length of IHC lessons that should be planned in a school term. We developed and used a framework from the objectives to code the transcripts and generated summaries of query reports in Atlas.ti version 7.FindingsCritical thinking is a key competency in the lower secondary school curriculum. However, the curriculum does not explicitly make provision to teach critical thinking about health, despite a need acknowledged by curriculum developers, teachers and students. Exam oriented teaching and a lack of learning resources are additional important barriers to teaching critical thinking about health. School closures and the subsequent introduction of online learning during the COVID-19 pandemic has accelerated teachers’ use of digital equipment and learning resources for teaching. Although the government is committed to improving access to ICT in schools and teachers are open to using ICT, access to digital equipment, unreliable power and internet connections remain important hinderances to use of digital learning resources.ConclusionsThere is a recognized need for learning resources to teach critical thinking about health in Ugandan lower secondary schools. Digital learning resources should be designed to be usable even in schools with limited access and equipment. Teacher training on use of ICT for teaching is needed.

The use of digital tools for second and foreign language lexical learning is increasingly popular and research in this area is constantly expanding. However, little has been written about specific criteria that could be used to identify tools with high‐quality lexical input, as available checklists and frameworks for digital media tend to neglect detailed analyses of the vocabulary domain. This article addresses this issue by presenting the Checklist for Evaluating Digital Resources for Lexical Learning (DigiLex), which combines important digital language learning criteria with an extensive evaluation of lexical content. The checklist is both theory‐based and user‐friendly, aiming to fill a gap between theory and practice in the field of digital lexical learning. The article discusses the theoretical basis of the checklist and integrates the results of a small pilot study with pre‐service and in‐service teachers, emphasizing feasibility in everyday learning and teaching. By providing an easy‐to‐use tool for identifying suitable digital resources, the DigiLex checklist aims to support language learners and teachers in self‐regulated lexical learning.

University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change instudent learning habits fuelled by technology.

This paper shows how the advent of digital technologies is driving a reconceptualization of the underlying assumptions of innovation policy. There is conclusive evidence that digital equipment, tools and resources can, where effectively used, raise the speed and depth of learning for preschoolers. There is indicative evidence that the same can be said for some aspects of literacy, especially writing and comprehension. Digital technologies and electronic media devices appear to be appropriate means to improve basic literacy and social skills, especially in primary settings. The level of impact is generally similar to other changes to pedagogies which are effective in raising attainment although the use of digital learning has other benefits. Additionally, the extent of the effect may be influenced by the level of capability of teachers to use digital learning tools and resources effectively to achieve improved learning outcomes.

The aim of this study was to find ways to modernize Sami language teaching and teaching in the Sami language with digital technology. We realize the importance of digital technology in enhancing the sociocultural position of minority and Indigenous languages. However, the lack of teaching and learning material in the Sami language is still challenging. Free digital teaching and learning tools could help produce and provide learners with multimodal learning material and new ways of learning. Moreover, competencies in the use of digital technology are an internationally accepted key element of teacher education. The Focus on the North–Digital Learning for Pre- and In-Service Teacher Education Project, funded by Norgesuniversitet in cooperation with the Sami allaskuvla - Sami University of Applied Sciences (SUAS) in Norway and the University of Lapland in Finland, aimed to address challenges affecting education in the Arctic educational context by creating a 15-credit (ECTS) course program with three courses on digital tools in education. SUAS practice schools are in Norway, Finland, and Sweden, so distance learning and teaching didactics were designed as the core of this project. Student teachers and in-service teachers at all education levels participated in the courses. The findings indicated that teachers’ and student teachers’ experiences of personalized collaborative learning in using digital teaching tools to support Sami language teaching were remarkable in practice, as teachers gained access to tools for coping in a demanding educational context. Digitalization provides new ways to improve learning in a threatened language context.

The digital era has revolutionized language learning in the case of English bringing opportunities for accessible education, personalized and innovative. Integrating the teaching formative process fosters communicative abilities, likewise, future teachers are equipped with these technologies to apply them in their forthcoming classes. Nowadays, digital learning resources introduce gamification to research how gamified digital learning resources improve language learning. On the other hand, mass connection type applications, instant messaging, and educational platforms increased their frequency of use because of the pandemic. As well as electronic devices such as smartphones, tablets, and computers. Another skill promoted parallelly was self-regulation so that students know their development curvature and learn how to keep their pace. Thus, the objective of this research is to analyze digital learning and gamification resources as a self-regulation bridge for learning English as a second language and to identify tools that promote the communicative skills practice of the language. Data gathering was a survey designed and then shared among higher education English bachelor students and teachers. This information was processed on spss which allowed us to use person correlation among our variables. The results showed teachers and students use digital tools and resources to foster communicative skills. Self-regulation, and digital learning and gamification evokes the practice of the language.

BackgroundMedical students navigate a complex landscape of digital tools with potential to enhance learning. The main objectives of the current study were to investigate which digital resources are being used, which background factors are associated with utilization, perceived advantages and disadvantages of different digital resources, and explore future directions.MethodsCross-sectional, nationwide, online 25-item multiple-choice question survey and one free-text question enabling qualitative data analysis. Medical students at all seven universities with medical school programs in Sweden were invited to participate. Data were collected October – December 2024.ResultsOne thousand seven hundred sixty-six students responded to the survey, with an average response rate of 20.2% across sites. The five most frequently used digital resources were (percentage using at least on a weekly basis): University study platform (75.3%), videos (68.0%), flashcards (66.4%), student notes (53.4%) and external study platforms (47.3%). Flashcards were perceived to have a large to very large positive impact on development and maintenance of theoretical knowledge by 63.7% of students. Younger age (≤ 25 years) was strongly associated with higher use of flashcards (OR 1.98 (95% CI 1.54–2.54)) and generative artificial intelligence (AI) (OR 1.66 (1.29–2.15)), whereas having children at home was associated with more frequent use of videos (OR 2.32 (1.32–4.08)) and university digital platforms (OR 2.62 (1.26–5.45)), in multivariable logistic regression analyses. Most students (74.8%) reported finding their digital resources based on recommendations from more senior medical students. Perceived key advantages of digital resources in general were availability (90.9%), flexibility (80.6%), and more effective learning compared to traditional modalities (59.0%), while possible disadvantages included risk for distraction (49.6%) and uncertainty regarding reliability of content (45.4%). Qualitative data highlighted several areas of interest, including calls for universities and lecturers to provide high-quality, updated video material and flashcard decks tailored to the curriculum, and review and recommend third-party digital resources (e.g., YouTube channels).ConclusionsMedical students extensively use digital resources, with perceived large positive learning effects and benefits. Several background factors influence usage patterns. These data may support institutions, program directors and teachers in their efforts to guide and improve use of digital learning tools in medical schools.

This systematic review explores the utilization of educational apps and online platforms in Home Economics learning, focusing on investigating students' attitudes and perceptions towards these digital learning tools. As the world increasingly embraces technology in education, Home Economics, an essential subject that empowers students with practical life skills, benefits from these innovations. The review encompasses a comprehensive search for and analysis of relevant literature from various academic databases. Studies that examine educational apps and online platforms for Home Economics learning and assess students' attitudes and perceptions are included. Qualitative approach is considered to provide a comprehensive overview of the topic. Findings reveal valuable insights into students' preferences, motivation, and engagement with digital learning resources in Home Economics. The review explores factors influencing students' acceptance and resistance to adopt these technological tools in their learning journey. Furthermore, the analysis identifies potential challenges and benefits of integrating educational apps and online platforms in Home Economics education. Ultimately, this systematic review contributes to a deeper understanding of the role of educational apps and online platforms in Home Economics learning and offers recommendations to educators and policymakers for effective integration and enhancement of digital resources in the field.

Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning tools usable in instruction is still urgent. The TWIND project develops digital learning tools for teacher education and evaluates them in a quasi-experimental design. The present work investigates the usability and application of these newly developed tools. Sixty-three trainee teachers worked independently over four weeks with one of two digital learning tools, focusing on either ‘Multilingualism in Classrooms’ or ‘Professional Communication in Classrooms.’ This study includes a pre-post-test of pedagogical knowledge facets as well as student and instructor ratings on the digital tools. The digital learning tools led to a positive change in the respective target facets of pedagogical knowledge. The student and instructor feedback reflected positively on the usability and usefulness of the new digital tools. Based on these findings, the limitations of the study as well as implications for further research and teacher education practice have been outlined.

BackgroundThe COVID-19 pandemic has highlighted the growing need for digital learning tools in postgraduate family medicine training. Family medicine departments must understand and recognize the use and effectiveness of digital tools in order to integrate them into curricula and develop effective learning tools that fill gaps and meet the learning needs of trainees.ObjectiveThis scoping review will aim to explore and organize the breadth of knowledge regarding digital learning tools in family medicine training.MethodsThis scoping review follows the 6 stages of the methodological framework outlined first by Arksey and O’Malley, then refined by Levac et al, including a search of published academic literature in 6 databases (MEDLINE, ERIC, Education Source, Embase, Scopus, and Web of Science) and gray literature. Following title and abstract and full text screening, characteristics and main findings of the included studies and resources will be tabulated and summarized. Thematic analysis and natural language processing (NLP) will be conducted in parallel using a 9-step approach to identify common themes and synthesize the literature. Additionally, NLP will be employed for bibliometric and scientometric analysis of the identified literature.ResultsThe search strategy has been developed and launched. As of October 2021, we have completed stages 1, 2, and 3 of the scoping review. We identified 132 studies for inclusion through the academic literature search and 127 relevant studies in the gray literature search. Further refinement of the eligibility criteria and data extraction has been ongoing since September 2021.ConclusionsIn this scoping review, we will identify and consolidate information and evidence related to the use and effectiveness of existing digital learning tools in postgraduate family medicine training. Our findings will improve the understanding of the current landscape of digital learning tools, which will be of great value to educators and trainees interested in using existing tools, innovators looking to design digital learning tools that meet current needs, and researchers involved in the study of digital tools.Trial RegistrationOSF Registries osf.io/wju4k; https://osf.io/wju4kInternational Registered Report Identifier (IRRID)DERR1-10.2196/34575