Technology For Learning Purposes Research Articles

Virtual and augmented reality: Applications for adult learners

The COVID-19 pandemic of 2020 forced educational institutions to rapidly adopt different technologies for learning purposes. Augmented reality (AR) and virtual reality (VR) are technologies that can be used to adapt educational practices to the adult learning field and create a more inclusive online environment. AR allows interaction with the surrounding environment by superimposing images into real scenarios. VR technologies allow users to fully immerse and interact with virtual environments. Both technologies can be an enabler element that opens opportunities for improving adult learners’ experience. This paper provides an overview of AR and VR technologies and their practical applications in the field of adult education.

Teacher knowledge: insights for continuing education in Southern Brazil

The pandemic caused by Covid-19 has caused education, on a global scale, to face increasing challenges in considerable aspects, from the social and economic inequality of students and teachers to the so-called learning deficit at all levels. Considering the essential dialogue between the university, through its teacher education courses and the basic education school, an applied research project was developed (participatory action research) whose theme presupposes technological innovation from a double perspective, as a means and an end. Means, through the proposed teaching methodology, integrated with technology with a view to changes and innovation in the work processes of basic education teachers when implemented. End, considering the pedagogical products generated after implementing the methodology, digital learning objects that, by nature, encompass different technologies for learning purposes. Furthermore, through the effective participation of teachers linked to the action research proposal, the results suggest the effectiveness of teaching resignification, made possible by continuing education, regarding their role as mediators and curators of the pedagogical process, aware that their knowledge of teacher involves the content, pedagogical and technological dimensions, as well as the role of information and communication technologies as an integral part of their pedagogical work.

THE SIGNIFICANCE AND THE CHALLENGES OF THE BLENDED LEARNING IMPLEMENTATION AT HIGHER LEARNING INSTITUTIONS

Higher Education Institutions (HEIs) prioritise the development of students who possess intellectual competency in using technology for learning purposes, as well as proficiency in the English language, including abilities in speaking, listening, reading, and writing. Despite the considerable efforts made, a significant number of university students continue to struggle with comprehending and completely grasping the English language. Insufficient skill in English may result in individuals being left behind, particularly in terms of completing assignments and progressing to advanced English courses. The problem of insufficient English language competency among students at HEIs is evidently in need of resolution. Accordingly, this research aims to examine the concept of a blended learning approach in the context of English language teaching and learning, focusing on scholars' viewpoints. The objective of this paper is to examine existing literature on the understanding of the concept of blended learning and elucidate the significance and challenges of using the blended learning approach in the context of English language instruction at HEI. Overall, to ensure congruence with this objective, HEIs in Malaysia are progressively transitioning towards implementing integrated learning models, which are an effective way to teach and learn in the current technological age.

Classroom Technology and Pedagogical Shifts

With the introduction of screen media and 1:1 devices in the classroom, educators are finding themselves in a unique position; navigating new technological platforms, changing their teaching methods and pedagogy to adapt, and oftentimes, competing for their students’ attention. Some important factors for classroom implementation and practice are the need for learner preference, differentiation, high quality applications, and a complementary balance between traditional methods of learning and the usage of screen media. Many teachers have observed the benefits of adopting new technology, but have concerns with its integration. Classrooms in the United States have undergone a significant change because of the use of screen media, including laptop computers (i.e. Chromebooks), and digital textbooks. While using technology in the classroom is undoubtedly not a novel concept, utilizing technology in place of traditional textbooks is relatively new. The motivation for this article was my personal experience and interest in technology for learning purposes. I have taught middle school students for 16 years, and throughout this time I have seen technology substitute traditional textbooks in various subject areas. Additionally, I have seen the effects of reading from a paper source and from screens, as well as the various strategies learners apply while using both to process the information. As a lifelong learner, I remain abreast of the most recent studies and advice on literacy for children, as well as technology use with adolescents. I incorporate best practices in my classroom. This article will provide ideas that have proven successful, not only in my classroom, but also in empirical research. Keywords: Screen media, differentiation, pedagogy, Chromebooks

Outcome of Utilising Virtual Learning Environment in Anatomy Learning: A Perspective of Preclinical Medicine Students in Edo State University

Background: In developing countries, utilising virtual technologies for learning purposes is no longer a novelty in revolutionising anatomy education. Whereas, the outcome in a Nigerian population is vaguely defined. This study is aimed at evaluating the preferred virtual devices and resources used for anatomy learning by preclinical students. Also, to assess the benefits and possible challenges faced with using virtual technology in medical education. Methods: A cross-sectional survey was conducted which deployed a quantitative and qualitative method in data collection. This study population comprises preclinical medicine students studying at Edo State University, Uzairue, Nigeria during the 2020/2021 academic session. A hard copy questionnaire was designed, reviewed by experts and tested for reliability using Cronbach’s α-coefficient test (= 0.775). Data were analysed using IBM SPSS, version 21. The Chi-square test was used to test for association. Qualitative analysis was done using conventional content analysis. Result: 118 students (90%) completed the questionnaire with sex size proportion as female students (55.1%), male students (44.9%). The mean age of respondents was 19.72 years. More students used android phones (43.2%) for virtual study. The virtual learning environment (VLE) which students preferred was anatomy application (46.6%), of which 29.6% choose the TeachMe anatomy application. Others preferred online platforms (27.1%), Anatomage (16.1%) and multimedia technology (10.2%). VLE played a significant role in learning anatomy (χ2 (36, N=118) = 188.712, p <0.01) and of the eight challenges highlighted by students, ‘virtual learning consumes data’ had the highest frequency (30.5%). Some examples of what students suggested should be improved in their VLE are; “increase deployment and usage of Anatomage to different areas of anatomy” (17.8%), “Wi-Fi supporting connectivity should be steady” (10.2%), “More virtual technologies should be made available” (10, 8.5%). Conclusion: Virtual technology was observed to be very beneficial in anatomy education. Virtual learning resources that could be easily installed on android and iPhone were preferred and effectively utilised in learning anatomy.

Potentials and Challenges in Students’ Meaning-Making via Sign Systems

The relationship between sign systems and the meaning potentials and affordances of multimodal technologies has received increasing attention in research on digital technology use in education. Students constantly adhere to and engage with semiotic shifts in sign systems when they work with digital technologies for learning purposes. This study explores students’ use of digital technologies in Swedish schools. We trace the way semiotic activity systems and cognitive processes are transformed and realized when students engage with shifts in sign systems into various meaning-making strategies. Methodologically, the study is based on a data set of video recordings, interviews, and observations of classroom practice in three primary schools. An analysis that draws on quantitative ethnography was applied to process and analyse the data. The main findings revealed that sign systems prompted by the technologies and the social space compete to some extent for students’ attention, and that technology design is monotonously rendering lower levels of mediation. These findings show that various sign system prompts need to be balanced and streamlined to support students in their meaning-making. This article conveys the importance of understanding sign systems, as they are the most common resources for technology-assisted learning, and change the prerequisites for meaning-making.

Understanding the impact of the digital divide on South African students in higher educational institutions

The integration of technology into educational systems has brought about changes in the style of teaching and learning. Nowadays, educational institutions are adopting technologies such as computers, and the Internet to enhance teaching and learning activities. However, the use of technologies has not served the intended purpose due to the digital divide. The digital divide refers to the gap between individuals with access and skills to use technology and those without such access and skills. Students who grew up using computers and related technologies are often at an advantage because they have sufficient technological skills to capitalize on technology for learning purposes. This study investigated the factors affecting students’ computer self-efficacy prior to joining the university as well as the challenges faced by first-year students while using technology for learning purpose. It examined the effects of the apartheid legacy and other factors contributing to the digital divide in the South African context. A quantitative methodology was employed, and 370 questionnaires were distributed to first-year students at the University of KwaZulu-Natal. The result showed that the timing of access to technology and computer anxiety have a direct relationship with a student’s computer self-efficacy. The result also showed that students from disadvantaged schools experience challenges with the hardware components of computers and application programmes. The article concludes with recommendations on how these challenges could be managed.

Challenges and Benefits of Web 2.0-based Learning among International Students of English during the Covid-19 Pandemic in Cyprus

There has been an increased reliance on Web-based learning, particularly in higher learning institutions, due to the outbreak of Covid-19. However, learners require knowledge and skills on how to use Web 2.0-based learning tools. Thus, there is a need to focus on how Web-based tools can be used to enhance learning outcomes. Therefore, this study aims to explore the challenges and benefits of Web 2.0-based learning among international students of English as a Second Language (ESL) at the Eastern Mediterranean University (EMU), North Cyprus during the Covid-19 pandemic. The data were collected from a purposive sample of 15 ESL learners at EMU using focus group interviews. The interview data were analyzed using inductive thematic analysis. The findings showed that challenges faced by international students of English at EMU during the Covid-19 pandemic include inadequate knowledge of technology and technical issues such as poor internet connectivity, inability to upload large files, and loss of password. Additionally, the findings showed that Web 2.0 technologies can help the students to enhance collaborative learning, independent learning, flexible learning, as well as competence in using technology for learning purposes. It was envisaged that this study would be beneficial to the management of higher learning institutions, educationists, and students in general. However, this study is limited to international ESL students at EMU with a few participants. To provide generalizable outcomes, further studies may adopt a quantitative or mixed-method approach.

Pedagogies afforded by new technologies: The introduction of iPods in one secondary school

Mobile technologies such as iPods are making inroads in many aspects of education at St. Columba High School in New South Wales. The potential of many of these devices is being explored in a range of educational environments but there has been minimal research to address the effectiveness of this learning tool from the perspective of the student. St. Columba's, a co-educational Catholic High School located in the Blue Mountains of Australia, have adopted iPods to replace textbooks for students in Year 8. As a pedagogical approach to learning, the use of iPods can be an advantageous move for secondary schools in light of the Australian government's education 'Digital revolution.' The aim of this study was to investigate the iPod experience for a small group of Year 8 students and their expectations using iPod Touches for learning. The study aimed to gather data on student expectations of their uses. Data for this study was collected from September to December, 2010, with students completing an online questionnaire using their iPod Touch on the Survey Monkey website. Results are positive and show that students are very keen to use the technology for learning purposes and they have some interesting and realistic expectations on how the iPods can be applied in the classroom.

An Interview with Jon H. Larson

By weaving technology into the fabric of academic culture, Jon H. Larson forwards the idea that a small college can compete with larger institutions in the area of using technology for learning purposes.

Investigating Computer Anxiety and Communication Apprehension as Performance Antecedents in a Computing-Intensive Learning Environment

Public and private organizations continue to invest heavily in computing technologies for individual, group, organizational, and inter-organizational communication and learning activities. However, this investment approach appears to neglect consideration of individual characteristics with respect to communication and computer attitudes. The effects of individual characteristics of computer anxiety and communication apprehension upon computer technology usage are often overlooked in most adoption and deployment activities of information systems functions in general and technology-mediated learning environments in particular. To help us gain a better understanding of individual factors that can influence usage and outcomes of computer technologies for learning purposes, this research examines computer anxiety and communication apprehension and their relationships to individual performance in a computing and programming-intensive course. The results indicate that computer anxiety and communication apprehension significantly influence performance outcomes in such a course. The paper concludes with a discussion of the implications and directions for future research.