Digital Teaching Methods Research Articles

Embracing the New Normal or Clinging to the Past? Digital Anxiety Among Elementary School Teachers in Post-COVID Taiwan

AbstractThis study investigates the extent of digital anxiety among elementary school teachers in Hsinchu City, Taiwan, in the context of the post-COVID new normal. Specifically, the study employs the Depression, Anxiety, and Stress Scale-21 (DASS-21) to measure the level of anxiety experienced by teachers in adapting to digital teaching methods. The online survey was conducted in November 2021, and 358 valid responses were obtained from Hsinchu City. The results of the survey provides insights into the challenges that teachers face in adapting to the new normal and the impact of digital anxiety on their change of teaching. Result reveals that when going back to teaching face-to-face, teachers’ levels of depression, anxiety, and stress soon returned to normal. However, the stress of teachers without kids and special education teachers dropped dramatically. Overall, this research provides a comprehensive analysis of digital anxiety among elementary school teachers in Hsinchu City and offers recommendations for supporting teachers' well-being and promoting effective digital teaching practices in the post-COVID era.

The Effectiveness of Church Social Media in Teaching Theology to Generation Z

This study explores the effectiveness of social media use by churches in theological teaching, particularly among Generation Z. Through a literature review, the research identifies the impact of social media on congregation engagement and compares the effectiveness of digital teaching methods with traditional approaches. The findings reveal that social media plays a crucial role in enhancing congregation involvement, especially during the COVID-19 pandemic when many churches transitioned to digital platforms to continue their services. Additionally, social media use allows churches to reach a broader and younger audience while strengthening communication and collaboration among congregants. However, churches also face challenges such as technological gaps and the need to train staff in social media usage. This study concludes that social media can improve the effectiveness of theological teaching and recommends that churches integrate digital strategies into their ministries. Further research is needed to explore the long-term impact of church digitalization and to assess the effectiveness of social media across different religious contexts.

An Analytical Study on Developing Language Skills among L2 Learners Through Digital Teaching and Learning

Technology integration has fundamentally transformed education, particularly in the field of second language (L2) acquisition. This experimental study explores the effectiveness of various digital tools and media—including online courses, educational applications, and multimedia resources—in enhancing English language skills among L2 learners. By leveraging technology, language learning becomes more flexible, personalised, and engaging, fostering active participation through virtual classrooms and real-time feedback mechanisms. This approach which is called adaptive learning cultivates a stimulating environment that encourages student engagement and motivation. Despite the advantages of digital tools, speaking anxiety remains a significant barrier for many L2 learners. This study posits that digital teaching methods can mitigate this challenge by facilitating dynamic and flexible communication; thereby, enhancing overall language proficiency in the digital age. The research involved a sample of 120 first-year B.A. English Literature students from eight Arts and Science Colleges in Kanyakumari District, Tamil Nadu, India. Descriptive and inferential statistical analyses were conducted on the data collected from the participating institutions. Descriptive analyses highlighted students' experiences and preferences for tools such as PowerPoint presentations, multimedia content, Padlet, and Edmodo. Inferential analysis, employing t- tests, revealed significant improvements in students' language skills attributable to digital teaching interventions. The findings reveal substantial enhancements in both productive and receptive language skills among EFL learners, underlining the positive outcomes of digital interventions. This study underscores the transformative potential of digital tools in L2 education, advocating for a shift towards a more technologically enriched educational landscape that prepares learners for the demands of the modern world. It contributes valuable insights into leveraging digital technologies to advance language education, advocating for their integration across diverse academic disciplines in literature, arts, and humanities.

QUALITY OF DISTANCE LEARNING IN SECONDARY SCHOOL SPORTS AND HEALTH CLASSES

Distance learning or remote studies can break the boundaries of time and space, as students can use computers or electronic devices (for instance, mobile phones and tablets) to instantly acquire learning resources and listen to teachers during remote classes. The pandemic led to procedures that changed the way teachers teach and communicate with students and families. All teachers faced such a situation for the first time, thus it was necessary to invent, acquire and apply new teaching methods in sports and health classes, in order to provide students with the planned amount of physical activity in sports classes, as well as to implement the curriculum. The human body is made for movement; therefore, a person feels best when they move regularly. The aim of this study was to evaluate the skills of sports teachers to apply digital teaching methods in secondary school sports and health classes, and the quality of distance learning. Research methods: the research used surveys, which were issued to 29 secondary schools in Latvia, as well as to 2 respondents from primary schools. In total, 34 respondents filled out the research survey. In order to determine the opinion of sports teachers on the quality of distance learning in sports classes in secondary school and the applied digital skills, interviews were conducted with the participation of 5 sports teachers. Analysing the responses to the survey and the correlations between them, the research results show that if the sports teacher has not acquired digital skills, then online and distance learning cannot be provided, as well as the set learning results in sports in secondary school are not achieved.

Teaching English at Tertiary Level: Motivating Students of Technical Study Programs

Student motivation has always concerned foreign language instructors. It has become more topical in recent years, after the introduction of COVID-19 restrictions, and the new global phenomenon known as remote learning. Previously, it has been claimed that teachers should pay greater attention to intrinsic motivation (e.g., curiosity, autonomy, interest in the subject, novelty), as only intrinsically motivated learners are kept motivated throughout the whole course of learning. It has been proven that extrinsic motivational factors (e.g., awards, positive feedback, good marks, pressure from the family) are inadequate to keep learners motivated over a long period. Still, psychologists suggest that both extrinsic and intrinsic motivation must be activated to ensure an efficient learning process. The present research is aimed at investigating the view of the learners of technical study programs on intrinsic and extrinsic motivational factors as regards foreign language learning, the interrelation between the teacher’s character, studying environment, classroom management, and family involvement in the studying process and motivation, as well as to investigate the factors that motivate the technical students to learn and kept them motivated in the remote learning setting. The author of this research surveyed 140 students of Riga Technical University of the technical study programs. The results showed that both intrinsic and extrinsic motivation are essential for student motivation in the post-pandemic time. However, in a crisis situation, even self-motivated students appear to lose their intrinsic motivation and seek support from families, peers, and teachers to stay motivated. The challenging, entertaining, and engaging tasks, good classroom management, and the application of digital teaching methods are appreciated by students in these times.

Knowledge Transfer and Networking Upon Implementation of a Transdisciplinary Digital Health Curriculum in a Unique Digital Health Training Culture: Prospective Analysis.

Digital health has been taught at medical faculties for a few years. However, in general, the teaching of digital competencies in medical education and training is still underrepresented. This study aims to analyze the objective acquisition of digital competencies through the implementation of a transdisciplinary digital health curriculum as a compulsory elective subject at a German university. The main subject areas of digital leadership and management, digital learning and didactics, digital communication, robotics, and generative artificial intelligence were developed and taught in a transdisciplinary manner over a period of 1 semester. The participants evaluated the relevant content of the curriculum regarding the competencies already taught in advance during the study, using a Likert scale. The participants' increase in digital competencies were examined with a pre-post test consisting of 12 questions. Statistical analysis was performed using an unpaired 2-tailed Student t test. A P value of <.05 was considered statistically significant. Furthermore, an analysis of the acceptance of the transdisciplinary approach as well as the application of an alternative examination method (term paper instead of a test with closed and open questions) was carried out. In the first year after the introduction of the compulsory elective subject, students of human medicine (n=15), dentistry (n=3), and medical biotechnology (n=2) participated in the curriculum. In total, 13 participants were women (7 men), and 61.1% (n=11) of the participants in human medicine and dentistry were in the preclinical study stage (clinical: n=7, 38.9%). All the aforementioned learning objectives were largely absent in all study sections (preclinical: mean 4.2; clinical: mean 4.4; P=.02). The pre-post test comparison revealed a significant increase of 106% in knowledge (P<.001) among the participants. The transdisciplinary teaching of a digital health curriculum, including digital teaching methods, considers perspectives and skills from different disciplines. Our new curriculum facilitates an objective increase in knowledge regarding the complex challenges of the digital transformation of our health care system. Of the 16 student term papers arising from the course, robotics and artificial intelligence attracted the most interest, accounting for 9 of the submissions.

Views of assistant professors on digital transformation in otorhinolaryngology education : Current status and perspectives in undergraduate and advanced training

Digital transformation in curricular teaching in medicine comprises the use of digital teaching and learning formats as well as the transfer of digital skills for medical staff. Concepts of knowledge transfer and competency profiles also have to be adapted and transferred in advanced training due to necessary changes. The aim of this study was an evaluation of the current state of digital transformation in otorhinolaryngology teaching in undergraduate and advanced training at otorhinolaryngology departments of university medical centers in Germany. Aquestionnaire with nine questions on digital transformation was sent to the assistant professors of 37national university ENT departments. The anonymous survey was conducted online via the online platform SurveyMonkey®. Of the contacted assistant professors, 86.5% participated in the survey. Teaching sessions on digital skills for medical students are part of the curriculum in only 25% of ENT departments. Digital teaching formats are used by half of the departments in undergraduate training. Only 56.25% of the assistant professors receive support to realize the changes required by digital transformation. In 40.62% of departments, the issue of digital transformation is broached during advanced training, but only 28.12% use digital teaching methods to train junior doctors. Aspects of digital transformation are implemented mainly in undergraduate education, partly driven by the COVID19 pandemic. Overall, there is still considerable backlog in undergraduate and advanced training in ENT.

Integration of traditional and digital educational technologies: points of contact and differences in teaching a foreign language

Relevance. The use of digital educational technologies can lead to more effective and interactive learning, offering new opportunities for teachers and students. In light of the introduction of digital technologies in education, the Government of the Republic of Uzbekistan is actively developing new initiatives, issuing decrees and resolutions, which emphasizes the importance of carefully studying the integration of traditional and digital teaching methods in the country's educational system.Purpose. Thus, the purpose of the current article is to identify common ground and differences between traditional and digital educational technologies in teaching a foreign language in order to create the most effective educational model.Methodology. The methodology of scientific work is based on analysis and synthesis, as well as comparison.Results. The results of the work showed that, in the modern world, knowledge of a foreign language is necessary, and understanding how best to use existing educational resources in the process of teaching languages is crucial for both self-study and for private teachers and educational institutions. While digital technologies offer several benefits, including increased access to education, instant feedback, and personalization of learning paths, traditional methods still retain their value in creating and implementing the educational process. The study shows that the most optimal educational model is a balanced approach that combines the strengths of both traditional and digital technologies. Understanding the common ground and differences between the analysed technologies makes it possible to create a more effective and attractive learning environment, which ultimately increases the educational level, improves the quality of foreign language proficiency.Conclusions. The study acts as an additional tool for studying the current issue, for developing curricula and teaching methods for foreign languages, which optimize the learning of languages in the digital age, thus determining the significance of the results obtained.

Research on the digital construction mode of college music teaching curriculum based on knowledge mapping

Abstract The study uses the MKR (Multi-task Knowledge-aware Recommendation) model, which integrates knowledge graphs and multilayer perceptron networks, and focuses on mining users’ high-level music preferences from music information and user behaviors. The study first introduces the three core parts of the MKR model: the recommendation task module, the knowledge learning module, and the cross-compression unit. Then, by optimizing the MKR model, the A-MKR (Attention-based MKR) model is proposed, which introduces the attention mechanism to further improve the model performance. In the application of music teaching, the study explores the keyword analysis of music education, digital teaching methods and their effect evaluation. The experimental results show that compared with traditional teaching, the digital teaching model performs better in both field assessment and ability growth, and the error rate is significantly reduced. For example, the digital group scored 1.3 and 9 points higher than the traditional group in field assessment and ability growth, respectively, and the error rate was reduced by 5.8%. This study proves the effectiveness and practical value of knowledge mapping based on the MKR model in the digital transformation of music teaching in colleges and universities. It provides new perspectives and methods for future music teaching.

Veterinary teaching in COVID-19 times: perspectives of university teaching staff.

The digitalization of university teaching has been taking place for many years and, in addition to traditional teaching formats such as practicals and face-to-face lectures, more and more e-learning courses have been used in veterinary education for several years. In the context of the COVID-19 pandemic, universities across Germany had to switch to an ad-hoc, purely digital summer semester. This study evaluated the experiences and implementation of the digital summer semester 2020 at the University of Veterinary Medicine Hannover (TiHo) Foundation from the perspective of the teaching staff. In addition to the technical equipment used by lecturers, this survey also focused on the effects of the digital semester on teaching and the future practicality of digital teaching formats and strategies in veterinary education. Therefore, a questionnaire was designed and distributed among lecturers involved in the digital summer semester 2020. One hundred and three completed questionnaires were evaluated. The results of the evaluation show that teachers see huge potential in blended learning as a teaching method in veterinary education. In addition, teachers were able to digitize teaching well with the available hardware and software. The teaching staff saw difficulties above all in the loss of practical training and in the digitalization of practical exercises. Teachers also needed significantly more time to plan and implement digital teaching compared to pure face-to-face teaching. In summary blended learning offers many advantages, such as increased flexibility for students and teaching staff. In order to be able to use digital teaching methods and strategies profitably in veterinary education in the future, well thought-out didactic concepts and further technical expansion of the universities are required. In addition, the digital skills of teaching staff should be further trained and promoted.

Research on Digital Teaching Methods of English for Reading and Writing Integration Orientation

Abstract In this study, we examine the operational process of integrated English literacy teaching and construct a combined digital teaching model for English literacy. This model leverages the benefits of digital teaching methods to enhance the instructional framework. Then, we analyzed the effect of English literacy combined with digital teaching on the learning effect of students of different genders and different grades by using the F -test and t -test of the model and studied the correlation between English literacy combined with digital teaching and each dimension based on the Pearson’s correlation coefficient, and finally explored the significance relationship between this teaching mode and students’ learning effect. The results show that the significance coefficients between English literacy combined with digital teaching and students’ learning effect, reading ability, and learning interest are 0.04, 0.022, and 0.035, respectively. They are significant at a 1% level, which indicates that English literacy combined with digital teaching has a direct impact on students’ comprehensive learning effect of English.

Transformasi Madrasah dalam Menghadapi Tantangan di Era Society 5.0

This research aims to describe the transformation of madrasah in facing challenges in the era of Society 5.0. The research method employed is a literature review with primary data sourced from books on education in the era of Society 5.0, supported by secondary data. Data collection is conducted through documentation techniques by gathering data sources from various literature such as books, journals, proceedings, and valid scientific works. Data analysis adopts a qualitative approach involving data reduction, data presentation, and conclusion drawing. The research findings indicate that madrasahs in the Society 5.0 era encounter challenges in technology integration, digital literacy, curriculum updates, and teacher qualifications. The solution to facing Society 5.0 involves transforming educational technology in madrasahs, including integrating technology into learning, enhancing digital literacy, updating the curriculum with a focus on technological skills, and providing teacher training in digital teaching methods to improve qualifications and competencies. This transformation is key to ensuring the relevance and adaptability of madrasahs amidst societal and technological changes

Research on Digital Practical Training Teaching Under the Background of “Internet +”: Taking the “Front Office Service” Course as an Example

This article aims to explore the application of digitalization in practical training teaching under the background of “Internet +” by taking the teaching of “Front Office Service” in the hotel management and digital operation major as an example. By using digital teaching methods, tools, and practical training methods, this study analyzes the impact of digital practical training teaching on students’ mastery of front office service skills as well as explores the ways to implement digital practical training teaching. The research results show that digital practical training teaching can effectively improve students’ learning effects and comprehensive quality, and simultaneously has positive significance for cultivating comprehensive hotel management talents that adapt to the needs of the “Internet +” era.

Construction of Ideological and Political Mixed Teaching in Higher Education under the Digital Transformation

This article focuses on the current demands for reform in ideological and political education in higher education, within the context of the digital information and communication era. Specifically, it proposes a plan for integrating ideological and political education into higher education courses using the widely-used blended learning mode in a digitally transformed environment. This plan aims to leverage digital teaching methods, such as the development of multimedia courseware, to enrich classroom teaching content, increase student engagement and learning outcomes, deepen students' understanding and awareness, and enable them to effectively absorb a wealth of information in a limited time. By subtly linking the process of learning professional knowledge with their personal, social, and national development, this plan seeks to foster a professional education philosophy that cultivates "socialist successors."

Experiential learning during lockdown: a teaching case describing intercultural competency development through the mechanism of reflection using different digital teaching methods

PurposeBased on the necessity for universities through the outbreak of the COVID-19 pandemic to switch to online teaching from one day to the other, this study aims to show how a combination of different online teaching approaches makes it possible to activate reflection as an enabler of intercultural competency development even though real experience, interaction and exchange elements could not be implemented as usual.Design/methodology/approachThis study is based on insights on experiential learning using intercultural competence development through the mechanism of reflection in combination with findings from on- and offline learning settings and informal learning processes. Adapting Kolb’s (1984) experiential learning cycle, this study presents an online course design for an undergraduate course in intercultural competencies. This study delineates an assessment of the course based on student evaluation results and excerpts of student essays.FindingsThis study demonstrates how the acquisition of important future skills such as reflection skills can be successfully mastered by combining different online teaching approaches. This study also shows that Kolb’s (1984) experiential learning cycle continues to yield critical benefits when adapted it to the “new reality.”Originality/valueThis study provides a case study on how business schools can deal with special challenges in courses where competencies are taught, which are usually developed through real experiences or informal learning. An application to other types of experiential learning activities is considered valuable. It is useful to further adopt elements in a post-COVID-19 teaching environment. Especially using apps as described can contribute to make learning more tailored to each student. As such, this paper contributes to the body of research on the importance of reflection skills in an educational and virtual context.

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.

Impact of COVID-19 on distance learning practical design courses

This paper explores the impact of COVID-19 on higher education practical design courses in Egypt. Because of inadequate resources and preparedness, Egyptian colleges have struggled to adopt digital teaching methods during the COVID-19 pandemic. This paper examines strategies that are the most feasible for teaching practical courses during or after a pandemic through distance learning (on online platforms). An action research project was set up to deliver two studio-based design courses, one on architectural drawing and the other on furniture design via distance learning (online mode). This approach used a suite of technologies and synchronous and asynchronous delivery mechanisms, such as Zoom and Google Classroom. Student perceptions about the impact of these changes were evaluated using questionnaires. A psychological effect of the conditions caused by the pandemic on students has been the loss of interest in academics. The research results partially support the use of online platforms to teach practical courses. However, more needs to be done to improve the delivery of online courses in Egypt. Further, holding competitions was found to boost students’ motivation levels. A future strategy for teaching practical courses in applied arts and engineering is proposed in this paper.

Theoretical and methodological aspects of the use of digital educational technologies in the process of musical-instrumental training of applicants for the higher education of the future

Educational transformations caused by the global pandemic COVID-19 have actualized the use of digital technologies, in particular, in higher music education. The main purpose of the article is to analyze the theoretical and methodological digital educational technologies use aspects in the process of music-instrumental training of applicants for the higher music education of the future. General scientific methods (analysis, synthesis, deduction, and induction) and specifically scientific methods (prediction and concretization) were used in the research. The results reflect the importance of acquiring the necessary competencies in digital teaching methods work. The need for digital competence, communication skills, creativity, cybersecurity, and programming has been justified. The potential of digital technologies in higher music education was also analyzed. Namely, it is proved that the use of digital programs in music and instrumental training of students will expand the audience and lead to the possible collective writing of melodies and entire compositions in the future. To conclude, it is noted that the advantages of using digital technology in music and instrumental training are interactivity, integrality, didactic potential, comfortable learning environment, and creativity. At the same time, a broader study will require methods of teaching in higher music education of the future.

Hybrid support vector machine and K‐nearest neighbor‐based software testing for educational assistant

AbstractIn terms of training students for work in diverse firms, traditional and out‐of‐date teaching techniques cannot compete with digital teaching methods. To overcome this problem, the teaching approach and content must be changed. An Educational Assistant for Software Testing (EAST) framework is developed in this work to train students to improve their skills in software testing via Computer Assisted Instruction (CAI) built using Natural Language Processing (NLP), Machine learning, and information retrieval techniques. In this paper, a Group Search Optimized two‐stage hybrid Support Vector Machine‐K‐Nearest Neighbor (SVM‐KNN) classifier is used to develop a novel approach for analyzing the parameters that introduce bugs in bug reports. To decrease the data sparsity problem, the group search optimization (GSO) algorithm is used to improve the parameter selection process of the two‐stage hybrid classifier by generating optimal values for parameters such as k, c, and gamma. Two bug report datasets were used to test the model. The database for our application is built by collecting bug reports from a wide open‐source community as well as several mobile application development companies. Based on the extensive experiments conducted via different performance metrics, we can conclude that the EAST framework can improve outdated teaching methodologies.

Digitalization of future education: analysis of risks on the way and selection of mechanisms to overcome barriers (Ukrainian experience)

The modern development of the information society has actualized transformations in the system of obtaining education, which, after the quarantine restrictions caused by the COVID-19 pandemic, have become an important trend in the development of the learning system. One of these trends has been digitalization, which in the future may change the essence of knowledge acquisition. The purpose of the article is to analyze the risks of the digitalization of education in the future, to identify ways to overcome these barriers. To write the paper and to disclose its purpose, the following methods were used: analysis, synthesis, method of comparativistic approach, system analysis, SWOT-analysis. Also, attention was paid to empirical methods of research. The results determined that the qualitative use of digital teaching methods requires changes in the paradigm of teaching, updating approaches to the formation of methods, active recourse to the tools of platforms Google Meet, Zoom, and Microsoft Teams. It was determined that the platforms are not without disadvantages in use, but their effective use contributes to digitalization. Among the difficulties are identified a lack of experience in digital learning, the inability to fully use all the tools of online platforms (usually because of paid access to many resources), the lack of stable basic access to the Internet. The conclusions recommend mechanisms to overcome difficulties in the digitalization of education, in particular the need to form national educational platforms.