Digital Educational Resources Research Articles

Estratégias de aprendizagem digital em ambientes educacionais virtuais

Digital education has transformed the teaching-learning processes and mainly the teaching role. Indeed, its mission has evolved from being a builder, selector, and transmitter of knowledge to being a companion, mediator, and motivator in the construction of knowledge. In this sense, the research analyzes the digital learning strategies applied by the teacher in virtual educational environments. For this purpose, a quantitative and qualitative study was carried out on a group of 30 participating teachers who perfected their digital skills and socialized these in their educational field. The results show considerable appreciation of digital educational resources as a fundamental part of their digital strategies, as well as teaching skills and professional training. Finally, the research determined a high adaptation and integration of digital procedures to management and teaching work.

BC-DERCP: Blockchain-based copyright protection mechanism for digital educational resources

BC-DERCP: Blockchain-based copyright protection mechanism for digital educational resources

The Transformative Role of Digital Resources in Teaching and Learning

This study examines the evolving terrain of Digital Resources (DR) by investigating its influence on teaching methodologies and student achievement and exploring the diverse aspects of integrating these resources to improve teaching methods and establish more efficient learning settings. The study focuses on diverse DR, such as Learning Management Systems (LMS); interactive software, online platforms, and Collaboration and Communication Tools; including multimedia content used to produce Educational Software and Applications, and evaluates their influence on engagement, accessibility, and overall student success. These examples of digital resources represent the diverse array of digital tools that contribute to the transformation of teaching and learning in various educational settings. This list is not exhaustive, as the field of digital resources is continually evolving with the advancement of technology. The impact of these tools extends to areas such as accessibility, personalized learning, and the enhancement of both in-person and online education. Examining the integration of adaptive learning platforms seeks to understand how technology adapts to individual learning needs, providing tailored support to students and promoting a deeper understanding of educational content. Furthermore, the study explores the global connectivity and collaboration facilitated by DR, investigating the impact of virtual classrooms, video conferencing, and collaborative platforms on students' ability to connect with their peers and educators worldwide. It seeks to identify how this interconnectedness contributes to cultural awareness, diverse perspectives, and the development of global competencies. It also addresses challenges related to digital literacy, ethical use, and equitable access as it unfolds. The research aims to provide insights that inform best practices for educators, policymakers, and stakeholders in the ongoing endeavour to optimise integrating DR into teaching and learning. Ultimately, this research aspires to contribute valuable knowledge supporting education's evolution in the digital age. The researcher explores the transformative role of DR in education, examining how these tools contribute to a more dynamic and inclusive learning environment.

Современные средства обучения русскому языку как иностранному

In the modern system of teaching RFL, an important role is given to teaching aids, tools of the educational process, ensuring the achievement of the main goal of teaching RFL – the formation of communicative competence among students. The purpose of this article is to analyze modern means of teaching RFL, assessing their effectiveness and illustrating their use in the process of teaching the disciplines “Russian Verb” to 1st-year undergraduates, “Modern means of teaching RFL” to 2nd-year undergraduates studying in the field of “Philology” (profile “Theory and practice of teaching RFL (Russian as a foreign language)”; discipline “General Proficiency” to 3rd year bachelor students of the Faculty of Philology (profile “Russian Language and Literature”) at the University of Moscow State University-PPI in Shenzhen. In the course of study, methods of observation, description, and classification were used. During the research it was established that in the modern methods of teaching RFL, the role of teaching tools increases significantly due to modern information and communication resources, Internet technologies and digital educational resources. The most relevant teaching aids have been identified and characterized (communicative RFL textbooks, information and communication tools, including university electronic libraries, the university information learning environment Moodle, electronic textbooks, corpus resources; audiovisual tools, including modern visualization techniques, etc.), their use has been illustrated in the practice of teaching various philological disciplines to Chinese philology students. It has been established that the use of the latest various teaching tools ensures the maximum inclusion of each student in the educational process, a person-oriented approach to students, the development of practical skills, an increase in the share of student independence, the development of students’ skills in setting and solving cognitive problems, structuring information flows, and applying practice of acquired knowledge, etc.

Evaluate Android-based Digital Translation Development Needs for Applied Linguistics

The research aimed to determine the demand for Android-based digital teaching resources for the translation course. The data were acquired by distributing closed questionnaires to 21 students in the third semester of 2021 and two lecturers who teach the Translation Course at the Applied Linguistics Master Programme, Universitas Negeri Jakarta. This was a descriptive qualitative study that collected data through commentary for approximately six months. It included interviews with three college students, needs evaluation questionnaires, traits and background identity questionnaires, one lecturer, and two lecturers for needs evaluation questionnaires. Observations revealed that the teaching materials for the translation course continued to rely on textbooks and simple, generalized instructional resources. Consequently, the results demonstrated that there are obstacles and deficiencies in meeting students’ needs, which alter the independent learning curriculum “Merdeka Belajar” as a study program learning lesson plan, including the integrated teaching and learning of technology. Thus, this R&D-based requirements analysis concluded that Android-based digital teaching resources for the translation course were very necessary and were anticipated to become curriculum-relevant teaching materials that can enhance student translation abilities.
 Keywords: Android-based, translation course, educational resources

THEORETICAL FRAMEWORK ON TEACHING AND UPBRINGING IN MATHEMATICS WITH DIGITAL EDUCATIONAL RESOURCES (DERS)

Utilizing Digital Educational Resources (DERs) in math instruction is a significant subject in current educational discussions. This thesis explores the theoretical underpinnings, techniques, and possible effects of using Distributed Energy Resources (DERs) to improve the instruction and development of students in mathematics.

Современное учебно-методическое обеспечение образовательного процесса на занятиях по иностранному языку в условиях цифровизации общества

Introduction: The article analyzes the problem associated with the emergence of digital tools in the digital era, which has led to the emergence of a new didactic tool for teachers to organize the educational process, which has improved the quality of teaching a foreign language. The purpose of the article is to assess the possibilities and ways to improve the educational process in the digital era with the help of modern educational and methodological support, including digital tools. Materials and methods of research: methods of comparison and analysis of teaching practice. The research materials were the results of a survey of foreign language teachers with experience in using digital technologies. Research results: the prospect of using modern educational and methodological support for the educational process in the era of digitalization of society is substantiated; The content of the concepts “digital educational environment”, “digital tools”, “digital technologies” and “digital educational resources” is revealed. As a result of the diagnosis, an increase in the level of development of communication skills in students was revealed on the basis of modern educational and methodological support. Discussion and conclusion: analysis of the results of the study showed a positive impact on the development of foreign language communicative competence in students. It is proposed to actively use digital tools that open wide access to high-quality educational digital content and bring the language training of future specialists in the field of intercultural contacts to a new level of quality.

The Flipped Classroom Optimized Through Gamification and Team-Based Learning

Abstract The increase in digital teaching and learning methodologies creates the opportunity for new educational approaches, both in terms of pedagogical practice and in the availability of new technological tools. The flipped classroom as an active teaching methodology is one example of blended learning (b-learning), which aims to harmonize and enhance the fusion of face-to-face teaching with online teaching, allowing students to get better use of both face-to-face contact with classmates and professors and digital teaching resources. However, active teaching methodologies allow us to merge educational techniques from different methodological approaches, for example, gamification and team-based learning (TBL), among others. This study aims to demonstrate how to implement a flipped classroom with the possibility of integrating gamification and TBL, indicating possibilities and challenges to overcome, through the comparative study and research carried out with students in higher education. The study was conducted with a group of 88 students from the engineering and technology fields, which showed that students have a very positive perception of active teaching methodologies and their teaching and learning techniques, especially those involving digital. Data collection was performed by a survey submitted to quantitative analysis using the Software SPSS version 28.

LEARNING OUTCOMES IN MATHEMATICS EDUCATION

The research investigates the effective integration of Digital Educational Resources (DERs) into mathematics instruction by utilizing constructivism, socio-cultural theory, multiple intelligences, and the TPACK framework. This approach aligns with pedagogical best practices and promotes active learning, collaboration, and differentiated instruction. It also analyzes the advantages and drawbacks of digital and conventional teaching techniques in the field of mathematics education.

The Construction of New Forms of Textbooks and Exploration of Smart Teaching Models in the Perspective of Digital Education Transformation

Currently, digitalization is leading a new wave of educational reform and innovation, giving birth to new forms of digital education, which will continue to have a profound impact on the development of education. This article is based on the "Chaoxing Learning Pass" online platform, exploring new forms of textbook construction and smart classroom models, promoting the integration of digital teaching resources with twin technology, modular design of dynamic textbook project library and smart teaching implementation, as well as the construction of a diversified online evaluation system. It stimulates students' interest in learning, enhances their knowledge literacy and practical skills in industrial robot technology, and achieves good practical teaching results.

Usefulness of pedagogical design features of a digital educational resource into nursing home placement: a qualitative study of nurse educators’ experiences

BackgroundThe rapid advancement of technology-enhanced learning opportunities has resulted in requests of applying improved pedagogical design features of digital educational resources into nursing education. Digital educational resources refers to technology-mediated learning approaches. Efficient integration of digital educational resources into nursing education, and particularly into clinical placement, creates considerable challenges. The successful use of digital educational resources requires thoughtful integration of technological and pedagogical design features. Thus, we have designed and developed a digital educational resource, digiQUALinPRAX, by emphasizing pedagogical design features. The nurse educators’ experiences of the usefulness of this digital educational resource is vital for securing improved quality in placement studies.AimTo obtain an in-depth understanding of the usefulness of the pedagogical design features of a digital educational resource, digiQUALinPRAX, in supporting nurse educators’ educational role in nursing home placements in the first year of nursing education.MethodsAn explorative and descriptive qualitative research design was used. Individual semi-structured interviews were conducted with six nurse educators working in first year of a Bachelor’s of Nursing programme after using the digital educational resource, digiQUALinPRAX, during an eight-week clinical placement period in nursing homes in April 2022.ResultsTwo main categories were identified: (1) supporting supervision and assessment of student nurses and (2) supporting interactions and partnerships between stakeholders.ConclusionThe pedagogical design features of the digiQUALinPRAX resource provided nurse educators with valuable pedagogical knowledge in terms of supervision and assessment of student nurses, as well as simplified and supported interaction and partnership between stakeholders.

Luz do Saber Platform: a digital educational resource for literacy in basic education

Contemporary education requires educational proposals that include digital practices and tools to encourage reading and writing. The objective of this article is to analyze the applicability of the Luz do Saber platform as a Digital Educational Resource (RED) that facilitates the literacy and literacy processes of students in basic education. The methodology is qualitatively based and uses bibliographical research with consultation of government websites – related to programs, projects, digital educational resources and experience reports – to verify its applicability aimed at literacy and literacy – especially Luz do Saber. The results indicate that Luz do Saber as a RED contributes to the literacy of students with its gamified, playful, interactive activities and immediate feedback. The deficient digital teaching training and aspects relating to the infrastructure of institutions and the democratization of the internet are some issues of great impact on the effective use of RED.

РОЗВИТОК ГОТОВНОСТІ МАЙБУТНІХ ПЕДАГОГІВ ДО РОБОТИ ВУМОВАХ ЗМІШАНОГО НАВЧАННЯ

The article shows the ways of implementing blended learning in pedagogical higher education institutions (HEIs) in order to prepare teachers to work in modern general secondary education institutions (GSEIs). The definitions of such concepts as "traditional", "distance" and "blended" learning are specified. Since blended learning is a combination of traditional forms of education (full-time and part-time) with electronic (online and offline), the main digital educational resources that can be used in the educational process are presented: electronic textbooks, electronic teaching aids, virtual laboratories, multimedia resources, electronic survey, control and assessment systems. This article discusses the peculiarities of organising the educational process using blended learning technologies. The concept of blended learning is clarified, which is considered as an optimal environment for the development of competence, cooperation and collaboration of future teachers in group projects in traditional and distance learning. Blended learning is recognised as a specific format of education, which includes face-to-face and distance learning, which, in turn, can be synchronous and asynchronous.

МОДЕЛЬ ЦИФРОВОГО ОБРАЗОВАНИЯ ДЛЯ ФОРМИРОВАНИЯ ИНФОРМАЦИОННОЙ КУЛЬТУРЫ ОБУЧАЮЩИХСЯ В УСЛОВИЯХ СЕЛЬСКОЙ ШКОЛЫ ЯКУТИИ

In connection with the orientation of the educational paradigm to the development of the student's personality, there is a need to solve problems related to the formation of the student's information culture of personality, which allows him to understand the nature of information processes, their importance for self-improvement and the development of society, as well as to become a creator in his information behavior. The formation of the information culture of the personality of a student of a secondary school is impossible without the use of digital educational environment. This is particularly relevant in remote and hard-to-reach rural schools, since a digital educational environment can be built regardless of geographical location. This study is devoted to the practical implementation of the digital education model for the formation of students' information culture in the educational activities of the A.L. Bakhsyrov Killakh secondary School of the Olekminsky district of the Republic of Sakha (Yakutia). The model contains the following structural components (blocks): targeted, meaningful, organizational and activity, evaluative and effective. The methodological foundations of the organization are system-activity, environmental and cultural approaches. When implementing the model, didactic principles of activity, continuity, integrity, variability and creativity are used. The paper presents the didactic possibilities of the digital educational environment (digital educational resource, online excursions, digital books, developing mobile computer games, animated films, school television, a school channel in a messenger, a mobile application for self-development), a structural and content model of digital education and a list of created products. The developed and implemented model of digital education for the formation of the information culture of schoolchildren has proven its effectiveness and can be implemented in other rural schools in Russia, provided that the digital infrastructure is sufficiently formed and innovations are accepted by teaching teams.

Digital Campus as a tool for teaching English in the era of digital education

                Introduction. The digital transformation of higher education in Russia has caused the need to revise the approaches to language training of university graduates.                Aim. The present research aimed to model a Digital Campus with its services and functions as a tool for language training of students in the era of digital transformation of education.                Methodology and research methods. The strategic approach was employed as the leading methodological approach, which in the framework of this study is considered as a potential possibility to implement language education at the university using the “Digital Campus” as an important tool for digital transformation of universities. The research was conducted in three stages, involving 2–3 year students of Togliatti State University (113 participants) and school students of Togliatti (157 participants) from July 2022 to January 2023. Empirical research methods were used: analysis, comparison, generalisation, synthesis, modelling. Stage 1 – collection and analysis of the information presented on the websites of the universities in order to highlight the indicators of the digital development of universities. Stage 2 – a survey of schoolchildren to identify their attitude to university admission; a survey of students to determine their motivation to receive language training through digital tools. Stage 3 – modelling of a Digital Campus, its services and functions for students’ language training.                Results. The authors defined the Digital Campus as an environment based on information and educational digital resources and technologies, computer equipment, telecommunication technologies and software, organisational and methodological support, connecting participants in the learning process (teachers, applicants and students, graduates, enterprises/businesses) for distant educational activities and business operations in accordance with personalised request. The data available on universities’ websites were analysed and grouped into seven indicators. The most represented are the services: additional professional education, the use of interactive forms to work with applicants, online support of student and graduate career development, and the project office. Services for the implementation of personalised educational tracks and the digital footprints accumulation during the learning process were less prominent in the course of the research. The results of the survey were the following: there was a general readiness for “applicant – university” interaction through the online environment; a small percentage of divergence of schoolchildren and student opinion regarding their expectations to learn a foreign language online was observed. The Digital Campus and its functions were modelled. Each of the campus services – a student personal account (applicants/students), a teacher personal account, and an employer personal account (enterprises/businesses) – has its own interface and access to the following functional units: “Recruitment and Project System”, “Language Courses”, “Course Designer”, “Resource Management”, “E-Learning System”, “Courses Expertise Centre”. The environment creates unified information and educational space for student language training.                Scientific novelty. The approaches to understanding the digital transformation of higher education were systematised, and the indicators of higher education institutions use of digital solutions in the educational process were analytically presented. The article provides the authors’ definition of the Digital Campus. The theoretical significance of the article is in the outline and analytical presentation of existing approaches and trends in the digital transformation of higher education.                Practical significance. The Digital Campus is an important tool for the implementation of language training and, unlike the common university website, allows real-time interaction between all participants in the educational process: universities – students – enterprises/businesses. The prospects for the study may be aimed at the development of a Digital Campus for engineering students.

Evaluation of a digital patient education programme for Chinese immigrants after a heart attack.

To evaluate a self-administered digital education resource for patients after a heart attack (adapted simplified Chinese version of Cardiac College™) on secondary prevention knowledge and health behaviour change outcomes. Chinese immigrants recovering from a heart attack were recruited from cardiac rehabilitation programmes at four metropolitan tertiary hospitals. Participants provided access to Cardiac College™ (adapted simplified Chinese version), a self-learning secondary prevention virtual education resource over 4 weeks. The web-based resources include 9 booklets and 10 pre-recorded video education sessions. Assessments included health literacy, secondary prevention knowledge, self-management behaviours, self-reported physical activity, and a heart-healthy diet. Satisfaction, acceptability, and engagement were also assessed.From 81 patients screened, 67 were recruited, and 64 (95.5%) completed the study. The participants' mean age was 67.2 ± 8.1 years old, 81.2% were males, and the majority had no English proficiency (65.6%). Following the intervention, significant improvements were observed for secondary prevention knowledge overall and in all subdomains, with the most improvement occurring in medical, exercise, and psychological domains (P < 0.001). Dietary and self-management behaviours also improved significantly (P < 0.05). According to participants, the educational materials were engaging (100%), and the content was adequate (68.8%); however, 26.6% found the information overwhelming. Overall, 46.9% were highly satisfied with the resources. A self-learning virtual patient-education package improved secondary prevention knowledge and self-care behaviour in Chinese immigrants after a heart attack. The culturally adapted version of Cardiac College™ offers an alternative education model where bilingual staff or translated resources are limited.

Explaining and Predicting Students' and Teachers' Intentions to reuse Digital Educational Resources

Explaining and Predicting Students' and Teachers' Intentions to reuse Digital Educational Resources

A proposal for the evaluation of Digital Educational Resources through the longitudinal fsQCA methodology

El uso de las Tecnologías de la Información y Comunicación en el ámbito docente ha supuesto la proliferación de Recursos Educativos Digitales (REDs) que tratan de fomentar el aprendizaje autónomo y asíncrono de los estudiantes buscando, a su vez, mejorar el resultado académico. Sin embargo, en pocos casos se evalúa las consecuencias de dichos recursos en el proceso de aprendizaje. En este trabajo, se propone la metodología fsQCA para establecer las combinaciones de REDs que facilitan la obtención de un mejor desempeño de los estudiantes, frente metodologías que se basan en el estudio de los efectos netos de cada recurso. El trabajo se complementa con un análisis para varios cursos académicos a través de la metodología fsQCA longitudinal, lo que facilita realizar un análisis en el tiempo, propiciando una visión dinámica de oportunidad y relevancia de los REDs. Los resultados de la investigación sugieren que no existe una única combinación de REDs que conduzcan al éxito, sino que la utilización de dichos recursos de diferentes formas combinadas permite a los estudiantes el logro de sus objetivos académicos, concluyendo que la metodología planteada puede resultar de utilidad para la evaluación de REDs con independencia de la tipología de los mismos.

The Construction of Informatization System of Internet Technology Mathematics Teacher Education Course

Abstract This paper focuses on constructing a regional digital educational resource sharing platform. It applies optimized ant colony clustering technology to support the platform’s personalized service to achieve accurate distribution of educational resources. The research subjects were undergraduate and graduate students majoring in mathematics in teacher training, and by comparing their teaching abilities before and after using and not using the platform, it was found that the average scores of students using the platform were significantly higher than those of students who did not use the platform on each evaluation factor. Undergraduate students’ information literacy competence improved with the academic year, with first-year students’ scores between 20 and 50, while senior students’ scores between 70 and 100. At the graduate level, the difference between first-year graduate students and junior undergraduates was significant, but the difference with senior undergraduates was slight (p-values of 0.042 and 0.053, respectively). The digital education resource sharing platform effectively improved the teaching ability of teacher students. However, most of the students lacked experience in informatization practice activities.

Application Research of Digital Educational Resources in University Classroom Teaching

Digital educational resources serve as vital vehicles for the realization of educational digitization. The application of digital educational resources holds significant practical significance as it can enhance the quality and efficiency of education, improve teaching standards, and foster students’ proactive learning in the context of creating efficient classrooms. This paper employs a questionnaire survey approach to gain insights from the perspective of university students into the application of digital educational resources in university classroom teaching. Specifically, it delves into the current state of digital educational resource utilization, students’ usage preferences, diverse learning requirements, efficacy, satisfaction, and an analysis of issues encountered during their application. The aim is to offer fresh insights and decision-making references to boost the effective utilization of digital educational resources, promote student-driven learning, optimize the teaching process, and enhance teaching quality.