Digital Learning Platform Research Articles

Students' adoption towards behavioral intention of digital learning platform.

The purpose of this research was to investigate students' behavioral intentions toward a digital learning platform. In the framework of Thai education, an empirical study evaluated and applied the adoption model. The recommended research model was tested using structural equation modeling with a sample of 1406 students from every part of Thailand. According to the findings, the best facilitator for students' recognition of using digital learning platforms is attitude (ATT), followed by internal factors such as perceived usefulness (PU) and perceived ease of use (PEU). Furthermore, technology self-efficacy (TSE), subjective norms (SN), and facilitating conditions (FC) are peripheral factors that enhance comprehension of a digital learning platform's approval. These results are consistent with past research, with the exception that PU is the only factor that has a negative influence on behavioral intention. Consequently, this study will be useful to academics and researchers by bridging a research gap in the literature review whilst also demonstrating the practical application of an impactful digital learning platform relating to academic accomplishment.

Explaining variation in teachers’ use of ICT: a learning analytics approach

ABSTRACT Significant attention has been paid to the use of ICT by teachers, especially during the COVID-19 health crisis. This usage has mostly been captured through self-reported survey measurements. Learning analytics can complement such findings, by using log data to document precisely how long teachers use ICT, and what ICT behaviors they perform online. Using log data of 800 teachers, the present study documents their use of ICT in mathematics on a digital learning platform used across Luxembourg during COVID-19 remote education. Our findings confirm the large differences between teachers’ use of ICT found in previous research, measured here through the time spent active on the platform. The types of ICT behaviors teachers engage with online, measured via the SAMR model, explain most of this variation. Specifically, more time on the platform is associated with activities that create a meaningful learning experience, and redefined tasks that could engage students as active learners. Experience with the technology, and participation in incentive events and teacher training, explain another significant part of this variation.

Multimodal learning for emergency department triage implementation: experiences from Papua New Guinea during the COVID-19 pandemic

Triage implementation in resource-limited emergency departments (EDs) has traditionally relied on intensive in-person training. This study sought to evaluate the impact of a novel digital-based learning strategy focused on the Interagency Integrated Triage Tool, a three-tier triage instrument recommended by the World Health Organization. A mixed methods study utilising pre-post intervention methods was conducted in two EDs in Papua New Guinea. The primary outcome was the mean change in knowledge before and after completion of a voluntary, multimodal training program, primarily delivered through a digital learning platform accessible via smartphone. Secondary outcomes included the change in confidence to perform selected clinical tasks, and acceptability of the learning methods. Among 136 eligible ED staff, 91 (66.9%) completed the digital learning program. The mean knowledge score on the post-training exam was 87.5% (SD 10.4), a mean increase of 12.9% (95% CI 10.7-15.1%, p<0.0001) from the pre-training exam. There were statistically significant improvements in confidence for 13 of 15 clinical tasks, including undertaking a triage assessment and identifying an unwell patient.In an evaluation survey, 100% of 30respondents agreed or strongly agreed the online learning platform was easy to access, use and navigate, and that the digital teaching methods were appropriate for their learning needs. In qualitative feedback, respondents reported that limited internet access and a lack of dedicated training time were barriers to participation. The use of digital learning to support triage implementation in resource-limited EDs is feasible and effective when accompanied by in-person mentoring. Adequate internet access is an essential pre-requisite. Development of the Kumul Helt Skul learning platform was undertaken as part of the Clinical Support Program (Phase II), facilitated by Johnstaff International Development on behalf of the Australian Government Department of Foreign Affairs and Trade through the PNG-Australia Partnership. RM is supported by a National Health and Medical Research Council Postgraduate Scholarship and a Monash Graduate Excellence Scholarship, while PC is supported by a Medical Research Future Fund Practitioner Fellowship. Funders had no role in study design, results analysis or manuscript preparation.

Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review.

Games have been used as a learning tool for centuries. Gamification and game-based learning are becoming more prominent in educational settings for several reasons. When it comes to learning, being focused and immersed can massively improve a student's experience. The purpose of this study is to map the emerging trends of gamification and game-based learning (GBL) in the Vocational and Education Training (VET) sector. For this purpose, a Systematic Literature Review was conducted through the three most relevant scientific databases - Web of Science, Scopus, ScienceDirect, and PubMed with Google Scholar as a supporting database. The obtained sample was further selected following the PRISMA guidelines with screening and eligibility processes conducted based on inclusion criteria that were defined with consideration to the research's aim. This review comprised seventeen studies. The findings revealed a growing interest in the Asian continents in research from 2020 onwards. Furthermore, most of the study is centred on vocational schools and colleges in the engineering and healthcare fields. According to the overview, the digital learning platform and simulation technology are the most promising tools used in the research. The findings support the conclusion that gamification and game-based learning can improve academic performance, engagement, and motivation in vocational education learners. As a result, this study suggests that more research is needed to determine the gamification strategies that are most suited for vocational education and learning.

EXAMINING THE USE OF DIGITAL LEARNING PLATFORMS BY EDUCATORS FOR KNOWLEDGE ACQUISITION AND IMPROVEMENTS IN TEACHING PRACTICES: FUTURE-LEARN BY “THE OPEN UNIVERSITY”

The embracement of the digital opportunities has become revolutionary for the sector of education where learners and educators can benefit from the infinite possibilities for knowledge sharing. The educators can utilize the digital learning platforms for enhancement of their knowledge and professional capacity building. One such digital platform is “Futurelearn” managed by “The Open University UK”. The study is aimed to examine the usefulness of digital learning platforms specifically Futurelearn for the diversified learning experiences by the educators which can be utilized during their teaching practices. The identified objectives of the study were educator’s knowledge, utilization and gained benefits about the digital learning platforms. The post graduate level educators of Open University having M.Phil with 10 years or above teaching experience were the population of the study. Semi structured interviews were conducted from the 20 sample participants and thematic content analysis techniques were used. Knowledge of digital learning platform, Utility of digital learning platforms, learning opportunities and professional capacity building and Benefits of digital learning platforms for educators were identified themes. The findings of the study revealed that the benefits of digital learning platforms include diversified knowledge, professional capacity building, interactive and better communication with trainers of diversified backgrounds and inclusive and blended learning opportunities.

Integrating Distance Education into Mobile Devices Using Adobe Connect Pro

This article aims to promote Adobe Connect Pro on online learning as a discussion platform in an online class. Digitalization in higher education using digital learning platforms such as adobe connect pro is currently broadly used as educational media. In the research context, Adobe Connect Pro is utilized as a discussion platform in the online class. Digital learning Platform enables providers to deliver academic programs via digital learning platforms, facilitating communication and enabling knowledge preservation, selection, and distribution. Using a qualitative study, this article investigates how Adobe Connect Pro allows teacher trainers to collaborate by offering a forum for real-time reflection and debate on student-teacher video performance, which is a natural extension of a forum. The result of the observation shows that Adobe Acrobat Connect Pro’s online discussion forum promotes students’ learning interests and accommodates a variety of learners, including those with special needs who may find it challenging to be physically present in the traditional classroom all of the time or to keep up with the other students. It promotes inclusive learning by allowing anyone to learn at their own pace and schedule and freely participate in platform discussions. In conclusion, discussion forums using Adobe Acrobat Connect Pro have immense potential to push students to learn.

What Makes a Digital Language Learning Platform Work? A Usability and Quality Review

Due to the escalating usage of the internet and digital applications in recent years, foreign language learning experiences has become easier, simpler, and more fun for users. Consequently, to maintain those factors, usability and the quality of the platform are two main concerns for platform developers. To provide a personalized, structured, and gamified platform that offers opportunities for social interaction among users, researchers developed a digital language learning platform in middle of 2020. In 2021, the platform was tested on 3200 students who provided feedback on its usability through System Usability Scale. In addition, a small group of students were involved in an FGD session where they shared their experiences in using the platform. The usability test of the platform scored at 58, which implied that the platform still has some room for improvement. Through the FGD session, users could find information and functions related to the application easily and they expressed satisfaction toward the platform’s performance and valued the feedback opportunities. This research contributes to the field of a digital language learning platform development, especially when it is used by the students of higher education who wish to improve their foreign language mastery conveniently.

New Dimensions of Professional Development of Middle School Foreign Language Teachers from the Perspective of Learning Community

The learning community is the vision for the high-quality development of basic education in the new era. Promoting the construction of a learning community for foreign language teachers in middle school is not only an inevitable requirement for the New English Curriculum reform, but also a realistic need to realize teachers' professional development. The learning community of foreign language teachers in middle school should be committed to creating a home for teachers to have a common sense of belonging and a field for teachers to gain professional dignity and happiness. Learning community should be built by shaping a new teaching and research culture and leading teachers to form a common vision, building a digital learning platform and expanding the space for teachers' professional development, and establishing a developmental evaluation system to promote the sustainable development of teachers.

IMPACT OF YOUTUBE AS AN ACADEMIC LEARNING RESOURCE FOR STUDENTS: AN E-LEARNING THEORY PRACTICE

The student habit of using the digital platforms can be used to compliment the traditional learning methods. Specifically, designed digital learning platform can support the learning with convenience of time, place, and pace. They can increase the engagement of students and produce higher learning outcomes with increased satisfaction and competence. This study aimed to explore the impact of YouTube as an online resource for academics and learning purpose of students. To fulfill the objective of the study, we conducted 12 semi-structured interviews, and employed thematic analysis procedure to analyze the data. Based on the framework of e-learning theory, we explored the impact of online YouTube based lectures on the academics of students. Moreover, in our empirical examination based on in-depth interviews, we found that the convenience provided by the platform and the expertise of content providers on YouTube help students solve their problems and meet their required goals of academics and learning. To conclude this study, the implications of these findings are discussed in detail.

Test Anxiety Does Not Predict Exam Performance When Knowledge Is Controlled For: Strong Evidence Against the Interference Hypothesis of Test Anxiety

Do test-anxious students perform worse in exam situations than their knowledge would otherwise allow? We analyzed data from 309 medical students who prepared for a high-stakes exam using a digital learning platform. Using log files from the learning platform, we assessed students’ level of knowledge throughout the exam-preparation phase and their average performance in mock exams that were completed shortly before the final exam. The results showed that test anxiety did not predict exam performance over and above students’ knowledge level as assessed in the mock exams or during the exam-preparation phase. Leveraging additional ambulatory assessment data from the exam-preparation phase, we found that high trait test anxiety predicted smaller gains in knowledge over the exam-preparation phase. Taken together, these findings are incompatible with the hypothesis that test anxiety interferes with the retrieval of previously learned knowledge during the exam.

Kahoot ; a Digital Learning Platform to Improve Vocabulary and Grammar Skills

Kahoot ; a Digital Learning Platform to Improve Vocabulary and Grammar Skills

Construction of a Random Matrix Model of Curriculum System Based on Digital Technology in the Context of Smart Education

This paper adopts the method of digital technology fused with a random matrix to conduct in-depth research and analysis on the curriculum system under the context of smart education and designs a corresponding model for practical use. Firstly, we analyze the status of digital learning research, take the digital teaching model based on independent inquiry as to the basis of teaching design, and carry out digital-based teaching experiments under the premise of fully examining the actual teaching conditions. The digital learning platform is designed to meet the teaching model, platform design, platform application, and implementation of the school, and the digital learning platform is designed and developed through PHP technology. Then, the matrix filling algorithm is used to fill in some of the missing data in the observation matrix to obtain the complete data matrix, and the Hankel matrix inverse transformation is used to finally obtain the reconstructed original signal, thereby forming the ability of innovative works. It is an important aspect of cultivating students’ innovative spirit and practical ability in the development of educational informatization. Ultimately, students use the platform to try out and be able to learn the knowledge. The experimental class and the control class experimented with a quasi-experimental research method, the experimental class used a digital teaching mode, and the control class used a traditional IT teaching mode. The digital learning ability of students was measured by a digital learning ability measurement scale before and after the experiment, and then the data before and after the experiment were analyzed by horizontal and vertical comparison to verify whether the digital teaching model can effectively cultivate junior high school students compared with the traditional teaching model. The digital learning ability of junior high school students was verified.

RANCANG BANGUN MEDIA PEMBELAJARAN BERBASIS DIGITAL MATA PELAJARAN ILMU PENGETAHUAN ALAM KELAS V SEKOLAH DASAR

This study aims to build a digital learning platform as an alternative to learning, especially for science subjects. In addition, science subjects are one of the subjects included in the National Examination in Elementary Schools (SD) so that the deepening of this material is needed to prepare students. The research method used in this research method is the SDLC method which has stages, namely the identification stage, system requirements analysis stage, design stage and implementation stage and using UML tools when designing applications with built diagrams are different activities for students, teachers and admins. use case diagrams of students, teachers and admins. And a class diagram consisting of: admin table, student table, teacher table, class table, material table, assignment table, question table and grades table. Based on the results of the study, it can be concluded that this Natural Sciences (IPA) E-learning learning method can provide convenience for students to study at home which can be done anywhere and anytime, with various materials and tests or exams to hone skills in various references. that has been provided in the E-learning method.

Hwb learning platform: data insights into learning and teaching continuity throughout the COVID-19 pandemic.

The COVID-19 pandemic has prompted everyone to adapt and find a solution to face-to-face contact, including the educational community, which had to suspend face-to-face teaching in order to prevent the spread of the new virus. Wales, confronted with the need to close schools to avoid the spread of the virus, did so in March 2020, shifting the majority of its delivery online. Indeed, Wales’ Hwb Digital Learning Platform was perfectly poised as a resource to address this unique challenge. Furthermore, because it provides monthly usage statistics across the system, it was a valuable resource for monitoring the transition to online digital teaching and learning and, more importantly, identifying any variations or inequalities in usage. Linking administrative datasets containing information about the schools and Hwb usage (logins) for the academic year 2019/2020, this research aims to explore the continuity of learning and teaching in Wales using statistical methods, by highlighting patterns and changes in the Hwb Learning Platform usage during the lockdown in Wales, with an emphasis on the first school closure owning to the COVID-19 pandemic, as well as the digital learning inequalities that have emerged during the same timeframe. The findings show that during the lockdown, pupils and staff are more engaged with Hwb, with a peak in April 2020, however, engagement varies significantly not only across school sectors but also between Consortia and within them.

Cyber Security Awareness in Using Digital Platforms Among Students in A Higher Learning Institution

: As COVID-19 took hold, online learning became the norm as universities and classrooms worldwide were forced to close their doors. Education institute closures impacted more than 1.2 billion students across 186 countries as of April 2020. This pandemic, too, has shifted our Malaysian education sector as well. Academicians and students are adopting online learning via open and distance learning platforms. Education 5.0 is the revolution of human intelligence and cognitive computing. When the world is moving towards this, the major challenge one will face is the challenges in this digitalisation era, the challenges on cyber security and the risk associated with it. This study uses a digital learning platform to examine the cyber security awareness among UiTM Terengganu Faculty of Computer and Mathematical Sciences students. The study is significant to focus on the weakness and to educate the students about being cyber victims. The data was collected using a set of questionnaires among 110 students. Numbers and statistics from open-ended and closed-ended questions helped obtain data. Descriptive analysis shows that many students have awareness and knowledge of cyber security, cyber-attack, and cyberbullying.

Utilizing Edmodo as a Digital Language Learning Platform to Teach Writing for Non English Major Students

The information and communication technology (ICT) nowadays has surrounded the students and the lecturers in their daily activities, so the use of digital learning in a classroom becomes essential. This study focuses on writing because for most students it is difficult skill in English. They need to be given some facilities that can raise their interest as well as their confidence to publish their writing. The aim of this study was to describe how the lecturer implements edmodo as a digital language learning platform for social science education major students, how their writing assignment using Edmodo and how their respons after using Edmodo. This study used descriptive qualitative. This study would explore some of the features using field note, students’ assignments and interview employed as the the instruments. The data analysis techniques by using data triangulation. The resuts showed that the students actively participate in writing their tasks through Edmodo. They can share their ideas freely and the lecturer can monitor them easily by giving feedback directly toward their writing components; format, punctuation and mechanics, content, organization, grammar and sentence structure. The feedback can be given at anytime from anywhere without banded into a classroom meeting. It does not only help students in improving their motivation in writing but it also builds students’ confidence because they do not feel depressed while writing in front of their lecturer in a limited time and frustrating classroom situation.

Utilizing Edmodo as a Digital Language Learning Platform to Teach Writing for Non English Major Students

The information and communication technology (ICT) nowadays has surrounded the students and the lecturers in their daily activities, so the use of digital learning in a classroom becomes essential. This study focuses on writing because for most students it is difficult skill in English. They need to be given some facilities that can raise their interest as well as their confidence to publish their writing. The aim of this study was to describe how the lecturer implements edmodo as a digital language learning platform for social science education major students, how their writing assignment using Edmodo and how their respons after using Edmodo. This study used descriptive qualitative. This study would explore some of the features using field note, students’ assignments and interview employed as the the instruments. The data analysis techniques by using data triangulation. The resuts showed that the students actively participate in writing their tasks through Edmodo. They can share their ideas freely and the lecturer can monitor them easily by giving feedback directly toward their writing components; format, punctuation and mechanics, content, organization, grammar and sentence structure. The feedback can be given at anytime from anywhere without banded into a classroom meeting. It does not only help students in improving their motivation in writing but it also builds students’ confidence because they do not feel depressed while writing in front of their lecturer in a limited time and frustrating classroom situation.

Pilot study to explore the use of mobile spaced learning as a digital learning platform when teaching symptom management to undergraduate nursing students: SPLENdidS study.

The management of patients' holistic symptom needs are often complex and challenging. The education needs of undergraduate nursing students must be optimally addressed to have a significant positive impact on patient care. Mobile spaced learning has been recognised as a form of online education which can provide a novel approach to delivering effective evidence based healthcare education to undergraduate students. The objective of this pilot study was to explore the experiences of undergraduate nursing students in a university setting, of using mobile spaced learning as a digital platform for symptom management education. This pilot study used a mixed methods approach. Online spaced learning material, which utilised both case based scenarios and multiple choice questions, was delivered to first year undergraduate nursing students over a period of 2 weeks. Participants were then invited to participate in an online survey related to the usability of mobile spaced learning. A focus group was conducted to further explore the participants' views. Findings conveyed that students viewed mobile spaced learning as an acceptable platform that enhanced both their learning and their ability to transfer knowledge into clinical practice. Implementation of a digital spaced learning intervention would be acceptable to undergraduate nursing students learning about holistic symptom management. Further research is needed to explore the feasibility of implementing this intervention within the undergraduate nursing curriculum, and also to explore the impact on long-term knowledge retention.

Effective situation-based delirium simulation training using flipped classroom approach to improve interprofessional collaborative practice competency: a mixed-methods study

BackgroundInterprofessional collaborative practice competency (ICPC) is key to providing safe, high-quality, accessible, patient-centred care. Effective delirium management, particularly, requires a multi-component intervention, including the use of interprofessional teams at care point. This research aims to investigate the effectiveness of the flipped classroom approach for improving ICPC in simulation-based delirium case management.MethodAn embedded mixed-methods study was designed to investigate the effects of the flipped classroom approach on health professionals’ performance in delirium management. The study population comprised nine health professionals (three physicians, nurses, and pharmacists each). They used pre-class study materials about delirium management via a digital learning platform before a simulation case training session. A readiness assurance process test was conducted on key concepts, covered in the pre-class study material. Participants were randomly assigned to three teams, each of which included health professionals. Each team participated in a simulation case scenario. For the quantitative outcome measures, the Chiba Interprofessional Competency Scale (CICS29), a validated scale for measuring competencies of interprofessional practice, was used before, after, and three months after the educational intervention. The qualitative component consisted of a post-training questionnaire and semi-structured focused group interviews about the impact of the flipped classroom approach.ResultThe CICS29 measured after the intervention and three months after was noted to be significantly higher than before the intervention. Three semi-structured focused group interviews were conducted (n=9), which, upon analysis revealed that the flipped classroom approach effected on four stages of Bloom's taxonomy level. A total of nine categories and 17 subcategories were identified corresponding to four levels of the revised Bloom’s taxonomy: remember (1), understand (12), apply (23), and analyse (3).ConclusionThe simulation-based skill training using flipped classroom approach can be an effective method for improving ICPC for health professionals. In this approach, an elevated level of cognitive activity is practiced in the Bloom’s taxonomy, and the participants worked on an application-based case simulation that promoted higher level learning and engagement in interprofessional collaborative practice. This approach also established a basic common language of delirium assessment and management, thus facilitating communication among health professionals and improving ICPC.

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

This study is an endeavor to depict undergraduate students’ perception of a digital game-based learning (DGBL) platform called Kahoot! integrated into the undergraduate students’ learning. To this end, a sequential explanatory study was employed. Undergraduate students from a private university in Indonesia (N=21) agreed to participate in this study. A web-based five-point Likert scale questionnaire was developed to examine their perceptions of this platform. A focus-group interview was also conducted to detect their in-depth feelings. The results indicated that they positively appreciated the integration of this tool into classroom instructions. Implications, conclusion and limitations were then discussed.