Digital Learning Content Research Articles

Pendampingan Anggota Igra dalam Melaksanakan Proses Belajar Mengajar Kreatif dan Menyenangkan Berbasis Konten Kreator

Education is an effective way to combat poverty, with teachers playing key roles as facilitators, motivators, and guides in the learning process. In early childhood education, particularly in Raudhatul Athfal (RA), teachers play a crucial role in instilling values of faith, independence, and good moral character in children during their golden age (0-5 years old). This research aims to empower RA teachers in Kecamatan Turen to create social media-based learning content as an innovative method to enhance student engagement.The research method employed is Participatory Action Research (PAR), involving 13 RA institutions in Kecamatan Turen, with a focus on training teachers to produce digital learning content. The findings reveal that most teachers already use digital tools in teaching, but there are still challenges in developing digital content that aligns with the cognitive development of young children. Additionally, the study emphasizes the importance of creating official social media accounts and websites for each RA, integrated into a unified platform at the district level.The outcomes of this program are expected to enhance teachers' abilities in utilizing social media as an interactive and engaging learning tool. Thus, empowering teachers to create educational digital content is key to improving the quality of education, especially for early childhood. Continuous evaluation through feedback allows for the refinement of teaching methods, fostering a more effective and creative learning environment.

STRATEGI DAN TANTANGAN MANAJEMEN TEKNOMEDIA DI LEMBAGA PENDIDIKAN ANAK USIA DINI

Digital learning media management is a crucial skill required by the heads of educational institutions to navigate the digital era. This research aims to depict: (1) the challenges faced by the leaders of Early Childhood Education (PAUD) institutions in Merauke City in managing technomedia in the learning process, and (2) the strategies employed by these leaders to overcome challenges in technomedia management during the learning process. The informants for this study were purposefully sampled from school principals in Merauke City. The primary challenges confronted by school principals in managing digital learning media in Early Childhood Education institutions (PAUD) include the availability of adequate technological resources, the development of teachers' skills in using technology, and the management of student data security and privacy. School principals also need to take into account parental involvement in supporting the use of digital media at home and ensure that technology use remains balanced with the physical and social activities of children. To tackle these challenges, strategies employed by school principals include organizing training and developing teachers' skills in technology use, selecting quality digital learning content, and establishing clear policies and guidelines related to technology use. Additionally, careful monitoring of students' technology use and maintaining a balance between technology use and traditional learning experiences are also emphasized. By implementing these strategies, PAUD school principals can effectively manage digital learning media, enhance the quality of early childhood education, and ensure that technology is used judiciously in the learning process.

Digital Learning Content in Automotive Technology Program Towards Student Cognition in TVET: A Partial Experiment

This study examines, via a partial experiment, the impact of the automotive technology program digital learning content on students' cognition. Consequently, the researcher conducted a partial experiment in this study to evaluate the functionality and usability of digital content. It fits with the social stigma of TVET, shaped by the perception that vocational education and training exist to serve school leavers rather than as an essential strategy to provide competent workers to the labour market. In total, 47 students in the Bachelor of Engineering Technology (Honours) in the Mechatronics (Automotive) programme participated in the investigation. The study's findings indicated that digital learning content has a significant positive influence on the cognitive and psychomotor achievement of students. The functionality of digital learning content is evaluated based on its capacity to produce the desired learning outcomes and its compatibility with the current curriculum. Assessing the usability of digital learning content involves measuring usability, navigation, and overall user experience. This evaluation demonstrates that the digital learning content is functional and usable, providing students with a positive learning experience. In addition, the results of this test demonstrate a significant improvement in students' cognitive achievement, indicating that digital learning content is beneficial in facilitating the learning process, and students are evaluated on their ability to perform practical tasks related to the course material. The results of this evaluation demonstrate a significant improvement in the psychomotor performance of students, indicating that digital learning content can enhance their practical skills. This study concluded that incorporating digital learning content into the curriculum for automotive technology has a significant positive influence on students' cognitive and psychomotor achievement. Available digital learning content can facilitate learning and provide students with a positive educational experience. These findings suggest that incorporating digital learning content into automotive technology programs may be a valuable addition to conventional learning methods. This study implies that digital learning effectively facilitates the learning process and that students are evaluated on their ability to complete practical tasks related to the course material. Consequently, this study was conducted to aid educators in using digital learning for students in automotive programs.

Impact of Digitalization on Automotive Technology Curriculum Concerning Student Psychomotor Achievement

Through the implementation of digital learning content, this study sought to investigate the impact of digitalization on automotive technology curriculum. A quasi-experiment was conducted to assess the functionality and usability of the digital content, as well as its effect on psychomotor performance. 47 students enrolled in the Bachelor of Engineering Technology (Honours) in Mechanical, Manufacturing, and Mechatronic (Automotive) programme participated in the study. The study found that the digital learning content had a significant positive influence on the psychomotor achievements of the students. The functionality of the digital learning content was evaluated based on its capacity to deliver the desired learning outcomes and its compatibility with the existing curriculum. In addition, we evaluated the efficacy of the digital content by measuring its usability, navigation, and overall user experience. The analysis is based on the four primary research questions to determine the effect of digital learning content on students' cognitive and psychomotor achievement in automotive technology programs. IBM SPSS Statistical Version 23 was utilized to analyse the listed variable. p 0.05 is the significance level for all analyses. The findings are presented in the sections that follow. These evaluations revealed that the digital content is functional and effective, providing students with a positive learning experience. In addition, the results of these tests indicated that the digital learning content effectively facilitated the learning process. Finally, students were evaluated based on their ability to complete practical tasks related to the course material. The results of these evaluations demonstrated a significant increase in the psychomotor performance of the students, indicating that the digital learning content was able to improve their practical skills. This study concluded that incorporating digital learning content into the curriculum for automotive technology had a significant positive influence on the psychomotor achievements of students. The digital content is functional, usable, and effective in facilitating learning, providing students with a positive educational experience. These results suggest that incorporating digital learning content into a programme for automotive technology can be a valuable addition to conventional learning methods.

PENDAMPINGAN PRODUKSI KONTEN PEMBELAJARAN DIGITAL BERBASIS PLATFORM GURUVIRTUAL.ID DI SDS SOEKARNO HATTA

The rapid increase in technological and scientific advancements has affected many aspects, including the changing characteristics and learning needs of Generation Z students. One example of this change is the increasing use of digital learning content. Not only does it help overcome post-pandemic learning loss, but also digital learning content that is engaging, easily accessible, and inclusive can boost students' interest in learning. Soekarno Hatta Private Elementary School in North Lampung is one of the schools that recognizes the urgency of the need for digital learning. The school intends to implement and enhance digital learning content. However, despite having produced several learning videos, the teachers at this school do not possess the skills to produce high-quality digital learning content. Therefore, the purpose of this community service activity is to assist in increasing the production of digital learning content through the GuruVirtual.ID platform, a learning platform developed by Muhammadiyah University Kotabumi. To achieve optimal results, two methods were utilized: the mentoring method and the output-based partner participatory method. The mentoring method focuses on implementing learning content workshops, assisting in the preparation of learning scenarios, and guiding the practice of recording and editing learning videos based on the GuruVirtual.ID. In the participation method, partners were directed to produce learning content. In addition to enhancing partners' understanding of digital learning content production, this activity resulted in 16 learning videos produced by seven teachers at the school.

Optimizing the Use of Simulation Technology in Digital Learning Content Development

Education in the era of globalization that allows no limits to find all information is very easy and effective to do anywhere. By utilizing simulation technology in learning so that you can prepare even better. Of course there are stages that must be followed, such as knowing what positive effects are applied using simulation technology for the development of digital learning content, you have to know the methods with people who are experienced and knowledgeable in the field. By utilizing this technology in the form of digital learning content that is able to create effective and quality learning, so that it can make the next generation superior and competitive. Increasingly sophisticated technology can facilitate human work in all fields, especially in the field of education. Many people are competing to create interactive media, so they can earn from the media they create. This should also receive attention from parties related to the world of education. The method used in this study is a quantitative method by distributing a questionnaire containing 15 statements about this simulation technology for digital learning. The purpose of this research is to optimize the use of simulation technology to enhance digital learning for students so they are able to master the skills to use maximally, creatively and innovatively against this limitless technological development. The conclusion from this study is that technology greatly influences student learning development, one of which is by optimizing the use of simulation technology in digital learning. Students and teachers really get a big positive impact with the presence of this sophisticated tool. The limitation of this research is that researchers only conduct research at the school or madradah level, which in fact they need learning media like this in learning in class, so that the class atmosphere is more conducive and attracts students' attention to learning with focus.

Utilizing Multimedia Technology in Digital Learning Content Development

The development of information and communication technology is growing rapidly. Many positive impacts are obtained, especially in the field of education. Teachers and students find it easy to do the learning process in the classroom. If they use technology in digital learning. Access to new knowledge, information from various parts of the world, learning methods that suit student needs, and others can be reached with just one tap of the finger. It is so easy to compete in this globalization era. One of them is by utilizing multimedia technology in the development of digital learning content, so that if utilized optimally, it will get great benefits. The results of content creation are more interesting and favored by the audience. The purpose of this research is to facilitate the development of digital learning content by utilizing multimedia technology as much as possible, so that learning objectives for students can be achieved properly and optimally. For example, by creating educational content about one of the learning materials on YouTube which contains direct explanation by the teacher in an interesting place. And the content is supported by features that are interesting and not boring. The method used in this research is quantitative method. Data obtained through distributing questionnaires to students. The questionnaire was created by utilizing Google form. The results of this study explain that utilizing multimedia technology properly in creating digital learning content will provide benefits for teachers and students in the learning process. The conclusion of this study is that the utilization of multimedia technology has a positive influence and provides space for teachers to provide digital learning content easily and creatively. The limitation of this study is that researchers only conducted research at the school or madrasa level which in fact requires the use of multimedia technology in learning.

Employees’ training to master digital tools in the process of modeling pedagogical design for work programs in the disciplines’ psychological cycle

Objectives of the training program “Pedagogical design tools digital learning content” are: the training program’s development and testing of digital educational technology instructional design for the teaching staff of the university in the blended learning; system formation of knowledge about digital literacy and digital competence; learning the digital learning technologies’ use in the work programs of the psychological disciplines’ unit in the context of a hybrid learning. Before conducting the teaching, the author conducted a survey of the participants, which demonstrated that 77 % of respondents are willing to learn new skills; 74 % view learning as a question of personal responsibility; 80 % sure that they can adapt to new technologies in the teaching of their subject. 72 % of respondents said that they had not used digital tools before. The results also showed that the motivation for the training of teachers was an inner desire to be a professional (35,8 %); the striving for new knowledge (42,9 %). The requirement for mandatory training is important for one third of the members. The basis of training is founded on the Model 6D (6 disciplines) developed by Roy Pollock with colleagues. To help our teachers the author was developed guidelines for the development of digital skills among teachers and recorded online course (use the following tools: “Mentimetr” for training and development of personnel in the organization in the competence management system; “SessionLab” – for training of employees in the company; “Kahoot” to check the students’ knowledge on the employees’ development in the company and for online interaction; “WhenSpeak” – for analysis the performance of a corporate university, alternative methods of training and personnel development; Board “Lino” was used as an example of work on social learning within the team).

Digital and inclusive pedagogical competences of educators

Teacher training focuses on generic technologies such as the European framework DigCompEdu, but special education students face them without being inclusive or adapted. DIPCE seeks to design inclusive learning activities where scientific and professional disciplines (pedagogy and didactics of the subject) and inclusive practices are added into a coherent whole. It was based on a selection of European countries by geographical location and a descriptive investigation taking samples from more than 8 educational centers and more than 50 teachers from each partner country. A model has been developed to incorporate digital resources and novel pedagogical approaches into teaching practices. A set of tools is being compiled that offers the means to create accessible and inclusive digital learning content to implement digital education practices. The results on how to transform conventional lessons to their digital format are being well received by teachers.

Integration of Digital Technology in the Learning Process Through Problem-Based Learning Models

Digital technology is what most affects the education system today because of the aspects of effectiveness, efficiency, and attractiveness offered. The research approach used in this study was a quantitative research design. This study explores the integration of digital technology in students through quantitative data and enriches the data with qualitative analysis. The samples of this study were students of the education faculty majoring in elementary education at a university in Halu Oleo who were selected through convenience sampling. The first phase of the research is to conduct a problem-solving-based lecture process and then be given a standard scale and open-ended questions. Then the second phase, students are given a questionnaire given through a Google Form, which is sent along with all the information and an invitation to participate. The results of the study show the provision of digital technology-based learning content, especially in the problem-solving process, should consider quality, meaningful, and user-friendly materials. including spreadsheet applications, graphics processing; multimedia arrangements; mind/concept mapping; digital video processing; online class management, and online publishing; and the main reason for the inability to complete tasks is dominated by unsupported smart devices; inadequate programs or applications (software); inadequate internet connection; and the ability to operate the application is not supported.

Social media as a learning tool in the digital age: A review

The development of information and communication technology has brought many changes to human life. Currently, everyone has easy and simple access to connect to the internet and interact through various social media. Social media with its many features can not only be used as a communication tool but also can be used in other functions. One is that it can be used as a tool in digital learning. The use of social media as a tool for presenting digital educational or learning content can help enrich more learning content, expand learning materials, and provide opportunities to share information easily and engagingly. The purpose of this study is to examine the use of internet-based social media in educational settings. The approach used is a systematic literature review by collecting literature from data sources Scopus and Google Scholar, sorting, and presenting them according to the topic of discussion. The results are that using social media tools in learning has a positive impact. There are challenges in using social media, namely aspects of personal data security and dependency problems. However, all of this can be anticipated if there is a collaboration between teachers and students in using social media effectively and responsibly.

Creating Digital Learning Content in Public Tertiary Institutions in Nigeria with Google Classroom During the COVID-19 Pandemic

Creating Digital Learning Content in Public Tertiary Institutions in Nigeria with Google Classroom During the COVID-19 Pandemic

Съдържателни, функционални и технологични особености на развиването на граждански умения за ученици от българските училища в чужбина

The article discusses issues related to developing the civic competence of students from Bulgarian schools abroad. An analysis is made of current curricula and the key competencies embedded in them. A comparative analysis of these programs with Italian normative documents related to the development of civic culture is also offered. A variety of digital learning content is being argued as an effective resource for civic skill formation.

ИНТЕРЕСНО, ЕФЕКТИВНО И АКТИВНО – ИНТЕГРИРАНЕ НА ИНТЕРАКТИВНИ РЕСУРСИ ЗА ФОРМИРАНЕ ЗНАНИЯ И РАЗВИВАНЕ НА АЛГОРИТМИЧНО МИСЛЕНЕ У УЧЕНИЦИТЕ

The paper presents some resources that can be integrated into the teaching and learning process at school. The main emphasis is on the use of interactive software and hardware resources. Interactive digital learning content is a highly motivating factor and stimulates students for active learning. Through the use of programmable hardware school robots, students’ algorithmic thinking is developed and their interest in coding andcomputer science is provoked.

텍스트 마이닝을 통한 코로나19 발생 이후 대학에서 비대면 교육 관련 연구 동향 분석

Objectives This study aimed to analyze research trends of non-face-to-face education in higher education during COVID-19 pandemic using text mining techniques.
 Methods A total of 195 research articles published in Korea from 2020 to August 2021 were collected, then Korean abstracts were analyzed through term frequency and topic modeling adopting text mining techniques.
 Results The term-frequency analysis revealed that keywords such as class, learners, analysis, learning, instructors, etc. were prominent ones. The topic modeling based on latent dirichlet allocation (LDA) generated ten topics: instructional methods, learner experiences, interaction, instructional design, presence, self-efficacy and motivation, feedback system, digital learning contents, self-directed learning, and stress.
 Conclusions The results of this study have a significant implication on understanding the direction of non-face-to-face education at universities in the future.

Digital Learning Content: Solution to Continuity of Learning in Technical and Vocational Institutions in Kenya: A Practical Approach

Teaching in all learning institutions globally has been radically affected by the new emerging world dispensation which has triggered learning institutions to think of viable and sustainable alternatives to continue learning. Specifically, the onset of the Corona Virus Disease of 2019(COVID- 19) pandemic has resulted to drastic repercussions in the education sector where most institutions were used to the traditional face to face modes of delivery. Consequently, COVID-19 resulted to closure of Schools, Technical and vocational education training (TVET) institutions and Universities on 15th March 2020 affecting over 20 million children and youths as they were forced to remain at home. The implication of closure of the institutions increased vulnerability of youth due to being out of school and prolonged period of completion. The purpose of this paper is to develop a model that supports continuity of learning in technical and vocational institutions in Kenya. The study adopted a participatory approach as the framework for the methodolody. This was guided by: review of Literature on the status of developing digital learning model, develop the interactive digital learning content and coming up with a digital learning content model. Digital content for ten Diploma Level courses were used in this study. Interviews of digital learning key informants and document analysis were used as the instruments for data collection. The proposed model was piloted at Mathioya technical and vocational college. The key finding of this study is that the proposed digital learning content model is practical in the technical institutions. The model can foster continuity of learning. The study also established that the trainers have inadequate skills in instructional design and hence not able to produce interactive content for learning. The study recommends continuous re-tooling and support for the trainers in the development of digital learning content in addition to integrating the workplace-based learning in the implementation of the digital learning.

Digital Learning Environment Values of Pre-Service Teachers as a Basis for Successful Professional Self-Realisation: A Case Study

The paper analyses the value mindsets of pre-service teachers in terms of the digital learning environment (DLE). DLE is considered to be both a system of new tools and methods for teaching activity and a prospective educational eco-system for learning. The DLE value model is based on a psychodidactic approach, which concerns three main constructs—digital content values, communication values, and management values. The research involved 200 pre-service teachers who were asked to complete a questionnaire, evaluating 27 DLE values and opportunities. The results show that pre-service teachers value digital learning content but are not sufficiently ready for its creation; they develop tolerance in communication yet do not have enough skills to show empathy; they appreciate independence in learning management and still need training in professional digital self-presentation. Consequently, professional training and especially internships for pre-service teachers should include a synthesis of traditional (face-to-face) and virtual communication and interaction with children to facilitate mastering an expanded set of competencies for successful professional self-realisation. The findings can be beneficial in terms of e-learning practices, DLE design, and the organisation of internships.

Design principles for internet skills education: results from a design-based research study in higher education.

The current generation of students lives in a globally connected world where Internet technologies are ubiquitous. As a result, they learn how to use various digital tools from a very young age, although, for the most part, the skills they develop are not adequate to use internet technologies in academic settings effectively. Additionally, while digital skills are essential in Higher Education (HE), developing programs for the effective use of internet technologies is still an issue in question. Research lacks empirical investigations regarding the design of such programs. To address this gap, the authors applied a design-based research (DBR) methodology to empirically explore an instructional intervention that aimed to enhance undergraduate students’ digital skills for the effective use of the Internet during their studies. Specifically, the authors drew from multiple sources and utilized a triangulation approach to interpreting the findings emphasizing the aspects of digital skills development and assessment and learning design. The results clearly show that the project-based learning intervention and the proposed design principles can positively impact digital skills development and support learning in academic settings. The authors conclude with implications for further research in the field focusing on digital skills frameworks, assessment instruments, instructional approaches, and learning content.Supplementary InformationThe online version contains supplementary material available at 10.1007/s43545-022-00428-2.

Potential effects of a role-playing digital gaming learning system on the learning performance and motivation in a humanities course

ABSTRACT Using digital learning content to realize learning in games is a rapidly-developing direction of interest for teachers and researchers. This study has developed a digital role-playing gaming system to review Social Studies course content to a fifth Grade class at an elementary school. It allows students to experience the historical storyline of Tamsui, located in the north of Taiwan, by playing the role of Dr. Mackay. An experiment was conducted to evaluate the potential effects of the proposed system when applied to the reviewing activity of Humanities courses. The results of the post-test scores showed that the proposed system is not superior to the traditional teaching method which uses PowerPoint-based slides with the teacher’s oral instruction, but it still enhances their overall learning performance after the reviewing activity. Moreover, the results of the questionnaire survey showed that the students who reviewed by using the proposed system showed a higher learning motivation than those reviewing with the traditional teaching method. It is therefore concluded that our role-playing digital gaming system can be used to assist the teachers’ teaching activities, because it allows the students to complete their reviewing activity by themselves, and it effectively enhances their learning performances and motivation.

Towards Quality in Distance Education: The First Lessons Learned by Schools During COVID-19 Pandemics

During the initial COVID-19 breakout and related lockdown Lithuanian schools created new pathways of organizing distance education under unprecedented circumstances. The qualitative research focuses on the experiences of Lithuanian schools in organizing distance education during COVID-19 pandemic in March 2020 – October 2020, searching for ways to ensure the quality of teaching and learning. The 8 school activity areas need changes during transition to distance teaching and learning: strategy, management and administration; infrastructure of information technologies; digital learning content; digital competencies and continuous professional development; teaching, learning and assessment in the digital environment; a support system for pupils and teachers; partnership, cooperation and networking; and quality assurance. Changes in all the indicated areas lead to the quality of distance teaching and learning. The qualitative research data (expert interviews and focus groups) revealed the importance of school community agreements regarding the choice of technologies and environments, and the need for a national digital curriculum to be created. Quality assurance of the learning process, improvement of digital competences and school community collaboration were among the most successfully changing areas. IT infrastructure, support system, and teaching and learning process were based on very different school or teacher decisions and led to different experiences.