Use Of Digital Learning Research Articles

Digital Skills’ Impact on the Use of Digital Learning Tools

Innovations and developments in the ICT sector drive significant changes in how higher education institutions (HEIs) execute their teaching and learning processes. HEIs have always succeeded in the implementation of ICT tools for the facilitation of the process of teaching and learning. However, they have faced many challenges related to using these tools. Various tools have been introduced, not only for teaching and learning but also for socialisation. These tools include social media tools that are used to achieve different activities in response to the demands of society. Social media, however, is more utilised than digital learning tools, causing major concerns because users appear more interested in social media tools to perform academic activities than in digital learning tools. Students entering the university spaces are often comfortable using their phones but less comfortable using laptops or PCs. These, however, are the primary devices used in digital classrooms at institutions of higher learning. The basic ability to use them is crucial in succeeding in today’s digitised e-learning classrooms. This study investigates the impact digital literacy could have on using digital learning tools in HEIs. The study employed quantitative research methods using a survey developed and distributed to university alums to assess their digital skills upon entering their studies and how this impacted their learning experience. The participants were recruited from two public universities and one private university in the Eastern Cape. The purpose of the study was to formulate a checklist, based on the analysis of the data collected, that will inform the digital literacy factors impacting the use of digital learning in HEIs. While the study acknowledges that different students have different learning needs, it was still possible to create a solution through the suggested checklist consisting of eight (8) interventions developed to guide universities in improving the use of digital learning tools in their institutions.

Digital Learning Literacy and Business Education from an Islamic Perspective at High School in Malaysia

Partners in this program are teachers from the National High School or Bukit Katil State School (SMK) in Ayer Keroh, Melaka, Malaysia. The problem faced by partners is that there is still not optimal knowledge about the use of digital learning and business education from an Islamic studies perspective. Apart from that, several teachers have never attended seminars on developing business education which is very important for increasing their insight as teachers at the vocational school level. The teachers have never held discussion activities related to this topic face to face with lecturers or delegates from international universities. In relation to these problems, the problems are efforts to increase literacy, knowledge and insight of teachers regarding the use of digital learning and development of buying and selling businesses from an Islamic perspective through seminars and joint discussions, and efforts to increase Islamic economic and financial literacy, communication skills within the scope of business education development, for teachers together with lecturers from various universities in Indonesia. This activity purposes to identify partners' knowledge and insight in utilizing digital learning and business education effectively from an Islamic perspective. This activity is very useful for expanding and strengthening relationships between teachers and lecturers in related fields. This activity was carried out using the Forum Group Discussion method. After carrying out this international community service activity, the knowledge, literacy and understanding abilities of the teachers increased. This is demonstrated by their ability to answer various questions in the discussions held. The teachers are also quite enthusiastic in establishing good relationships with lecturers from various disciplines

Undergraduate Students’ Opinion on Digital Learning in a Post-pandemic Era: A Case Study

"The current article aims to investigate learners’ post-pandemic attitude towards digital learning in Higher Education with a specific focus on a group of undergraduate Law students at Babes-Bolyai University from Cluj-Napoca, Romania. To achieve its purpose, the article focuses on answering two research questions: Do post pandemic undergraduate students recognize the benefits of digital learning? Is e-learning currently a reasonable choice for them? The research is designed as an exploratory case study that uses three data collection tools: a questionnaire, an interview, and a classroom observation protocol. The article links information from literature related to the use of digital learning during the pandemic with results revealed by the data collected in the case study. The results suggest a steady trend towards a growing acceptance rate of digital learning by the targeted student population and a lower approval rate of e-learning. Keywords: higher education, digital learning, online learning, pandemic, good teaching practices."

Implementasi Digital Learning pada Materi Tekanan Zat untuk Peserta Didik Kelas VIII SMP

Students sometimes feel bored with the lecture-based learning model, so as educators it is necessary to try to apply digital learning in the classroom. Digital learning is expected to increase students' interest and motivation in learning so that students feel comfortable and the knowledge they gain will be easy for them to accept. This study aims to analyze the use of digital learning media on students' interest and motivation to learn. The research method used in this research is a survey using interest and motivation questionnaires. The survey results from the aspect of student interest indicate that on average each indicator of the use of digital learning can help increase student interest in learning, while the motivational aspect shows that on average each indicator of the use of digital learning can help increase students' learning motivation. The results of this survey indicate that digital learning is useful so that it can increase interest and motivation to learn in students.

Students' Pedagogic Literacy Skills Based on Textbook Development Teaching Strategies in Biology

The purpose of this study was to evaluate the pedagogical literacy skills of biology education students after studying lecture material from textbooks on biology teaching and learning strategies that have been developed based on the ADDIE model. This development research used 92 students of the Biology Education Study Program, FMIPA, State University of Medan as subjects, who were determined by random sampling technique. Pedagogic literacy is measured using an essay test to determine the ability of prospective teacher students according to developments in technology and communication. The data were analyzed by percentage technique. The results of the study found that students' pedagogic literacy abilities in preparing themselves for e-learning were included in the good category (82.45%), the use of digital learning in the very good category (91.84%), the learning components involved in online learning is included in the very good category (92.67%), and the use of authentic assessment is included in the good category (84.78%).

The use of digital learning in the EFL classroom and its effect on self-perceived knowledge, learning, and English use at the University of Tabuk

The aim of the study is to investigate the use of digital technology in English as a foreign language (EFL) classroom using various digital tools through computers and cell phones. These tools and their effect on self-perceived knowledge, learning, and English use were analyzed at the University of Tabuk. The study was conducted on a sample of 605 first-year students at the University of Tabuk for their first two semesters of mandatory beginner and intermediate English courses. Students were asked to fill out a form before and after introducing digital use in the EFL classroom for a whole semester as a university initiative. This involved utilizing audiobooks, Grammarly, HelloTalk, and Duolingo, with the purpose of using these tools to develop and improve students reading, writing, listening, and speaking skills. The questionnaire scales have been taken from different sources mentioned in the methodology section and analyzed through the bivariate correlation test, multiple regression analysis and paired t test to evaluate the association between the use of digital learning in EFL classes and self-perceived knowledge, learning, and the use of English. The results of this study showed that there is a positive relationship between the use of digital tools in the classroom and students’ development in language learning.

Possibilities of Using Technologies in Digital Transformation of Sustanable Development

The use of digital learning in the educational process, issues with teaching staff in the open-source digital learning system, pedagogical approaches to open education, and research done in the Republic of Uzbekistan are all examined in this article. The development of socio-economic realms as well as our daily activities today would be impossible without the widespread use of digital technology, which have now permeated every aspect of our life. Naturally, the arrival of cutting-edge technologies is profoundly altering the way that tax administration operates. It deals with more than just the interaction between taxpayers and tax authorities. It also introduces changes in everything from the submission of declarations to the ways that taxes are paid and the preservation of data.

Exploring Game Behavior, Scaffolding, and Learning Mathematics in Digital Game-Based Learning Apps on Children

Background: Due to the increasing growth of the use of digital learning in schools, the rate of young students' use of educational digital games has also increased. Digital game-based learning (DGBL) includes various features. Each user may be attracted to certain features of each game due to their individual characteristics. However, it is not clear how individual differences and teachers' scaffolding can affect learners' learning responses to learning-based digital games. Objective: The purpose of this study is to explore game behavior, scaffolding, and improving learning mathematics in DGBL apps for children. Methods: This study has examined Khan Academy as a DGBL application in mathematics subject in the virtual school classroom. The interview method is a qualitative case study. A total of 21 young students at the primary level in Iran participated in this (ages 6-8). The presence of the teacher with the students during the learning of mathematics and its effect has been analyzed. From two types of scaffolding, the presence of the teacher in the classroom was considered one by one and the whole class. Both types of scaffolding had an effect on students' learning. Results: The results of the data analysis indicated that users with high experience in cooperation and increasing social skills had better progress and higher socialization than users with low experience. This is in case the less experienced users have paid more attention to the learning concepts in the game. Conclusion: Thus, the teachers' scaffolding enabled students to discover their interest in mathematics more independently and to be more motivated and active to solve problems. The findings of this research can be helpful for framework designers in the field of children’s behavior in designing games based on learning.

KOMPETENSI DIGITAL GURU DALAM MENINGKATKAN MINAT BELAJAR SISWA SMK DI KABUPATEN SEKADAU

Digital learning provides various benefits to students, from easy access to materials to giving assignments and quizzes. However, the use of digital learning is influenced by a teacher's decision to use it. Therefore, this factor becomes an obstacle in the transformation of digital learning. This study aims to evaluate the digital competence of teachers at SMKN 1 Kab. Sekadau This research was conducted to determine the awareness of SMK vocational subject teachers in Sekadau in using digital learning, this study analyzed six dimensions of Teacher Digital Competence Belief (TDCB). Data collection involved administering a questionnaire to 25 vocational subject teachers at SMK schools in Sekadau Regency. The results indicated that the average score
 for the six TDCB dimensions was 71.28, falling into the "good" category. This suggests that vocational school teachers in Sekadau Regency recognize the importance of using digital technology in education

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.

Open Distance Learning in Medical Education: Does It Improve Students’ Motivation?

The COVID-19 pandemic has affected the way of teaching and learning in medicine. Conventional medical education has been fully transformed to open distance learning that includes the full utilization of various digital platforms. Thus, this study explored the impact of digital learning usage on learning motivation among medical students of Universiti Kebangsaan Malaysia (UKM) before and during the COVID-19 pandemic period. A validated Students Motivation towards Science Learning (SMTSL) tool was used to assess the learning motivation of UKM undergraduate medical students throughout years 1 to 5. Digital learning during the COVID-19 pandemic was significantly higher compared to before the pandemic ( p &lt; .05) but there was no significant difference ( p = .872) in learning motivation. The use of digital learning among clinical students was significantly higher during the COVID-19 pandemic as compared to preclinical students ( p &lt; .05). There was a moderately strong correlation ( r = .512) between digital learning and learning motivation. Hence, digital learning should be utilized as an additional driving factor to increase learning motivation, especially during this current pandemic.

Knowledge, attitude, and perception of dental undergraduates towards mobile and digital learning methods in India: A cross-sectional study.

Internet-based education is having few advantages since it increases an emphasis on the education system based on problems by incorporation of both visual as well as interactive tools. Also, some contributions to practical skills can be made using pictorial as well as video-based knowledge. The present study aimed to assess the knowledge, attitude, and perception of dental undergraduates towards mobile and digital learning methods in India. This was a cross-sectional questionnaire-based study conducted after obtaining Institutional Ethical Review Board permission. Before commencing the study, the purpose of the study was explained to the study participants and written informed consent was obtained. About 200 undergraduate students of dentistry in a single institution were selected as a convenient sample. Information obtained from responses was entered into an Excel sheet (Microsoft Corporation) and was further analyzed. Data collection was done for a period of one month. Statistical analysis: Obtained data were recorded and subjected to statistical analysis by use of statistical SPSS software (version 20.0, IBM). Descriptive statistical data were recorded as frequencies or percentages. Chi-square statistical test was used for the assessment of responses obtained from dental undergraduate students. The level of significance was fixed at a probability of <0.05. On statistically analyzing, 99% of students were found to possess knowledge regarding the use of mobile phones for digital education. A good statistical correlation was obtained between attitude and perception regarding accessing digital learning using mobile phones. In the present study, good knowledge, attitude, and perception regarding the use of digital learning using phones were found among Indian dental undergraduates.

Kidney Pathology Education for Nephrology Fellows: Past, Present, and Future.

Kidney pathology education is a critical component in training of nephrology fellows, as well as for continuing medical education for practicing nephrologists. Kidney pathology images are included on nephrology fellow board exams, and clinicopathologic correlation of kidney biopsy findings is critical in everyday clinical practice. Nephropathology training is a requirement by the American College of Graduate Medical Education within nephrology fellowship curricula. However, greater than one-third of fellowship program directors believe that nephropathology training for their fellows is not sufficient. During the Coronavirus Disease-19 pandemic, the use of digital learning has become commonplace with virtual conferences (local, national, and international) and online meetings becoming the norm for education. Nephrology has become a leader in free open-access online medical education, both prior to and, to even a greater extent, during the pandemic. Here, we review available resources to nephrology fellows and other learners to supplement nephropathology training, which includes medical blogs, journal clubs, interactive quizzes and games, online conferences, podcasts, and mentorship opportunities. These resources are archived and provide durable content to learners of all stages of training, even beyond the pandemic.

Integrating digital literacies through blended learning in a first-year undergraduate course

&#x0D; &#x0D; &#x0D; The use of digital learning in New Zealand’s tertiary and higher education opens up new opportunities but simultaneously raises concerns about students’ digital literacies. In collaboration with two teachers, the researcher responded to digital information literacy demands in relation to the students’ capabilities. The paper considers how integrated online resources were used to develop students’ digital information literacy (DIL) in a first-year undergraduate course in Education and to enhance the blended learning in the course. Educational Design Research with three research phases as methodological approach supported the collaboration. Research instruments with students included questionnaires and focus groups; staff shared their experiences through interviews, meetings, emails and reflections.&#x0D; &#x0D; &#x0D;

Exploring Teriary Students’ Experience of Informal Digital Learning of English for Boosting English Receptive Skills

The speed of technology development facilities students in learning English digitally. They could express and use English in informal digital environment through social media and learning English application or resources. Informal Digital Learning of English (IDLE) contributes to students language enhancement. This study is want to dig in about the use of digital learning to informal and independent learning of English. Therefore, this research aims to explore how IDLE activity can engage receptive skills in university students and to explore how IDLE receptive skill activity can develop university students’ receptive skills. This study found that each individul can experience an increase in English receptive skills by going through the stages of learning using social media and English learning applications. IDLE-based learning can be built through the initiative and willingness of each individual, because this learning is not tied to a specific schedule or material to be studied. Each individual can organize and determine how they learn according to their wishes.

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.

The validity and practicality of the SEDC learning model in enhance student’s higher order thinking skills in science learning

As we move into the twenty-first century, education is becoming increasingly critical in order to ensure that every student has the skills necessary to meet the demands of the twenty-first century. The challenge in the world of education in Indonesia today is to provide quality education that is capable of producing competent human resources. To meet the demands of the twenty-first century, STEM-based education is required. Students in Era 4.0 must not only have high-order thinking skills, but also digital literacy. Teachers and students must be able to make the best use of technology, which would enable teachers to develop an online learning setting. The effects of the Covid-19 pandemic have hastened the adoption of information technology in the field of education. By use of digital learning during COVID-19 offered excellent opportunities for teachers to gain experience in digital learning and teaching. The teacher must first plan by using a learning model that supports the online learning process, such as the Community of Inquiry (CoI). Therefore, the development of a STEM-based CoI learning model was carried out, namely SEDC. The aim of this study is to assess the SEDC learning model's validity and practicality. This study uses a 4D design to define, design, develop, and disseminate. In this study, 116 students participated in small-scale test, large-scale test, and dissemination studies, with two expert lecturers as validators and one teacher as users. The validation results were 95.6% with very valid categories, according to the findings. The result for practicality is 84.69% in the very practical category. As a result, this learning model can be concluded to be both valid and useful in rising HOTS. Therefore, it's suggested that it's used in the learning process

An index of student learning enthusiasm based on digital learning empowerment during the Covid-19 in Gondangmanis Village

During the Covid-19 period, digital learning is the last option, and it is causing concern among parents about the possibility of student learning returning to normal. According to the findings of the community survey, parents faced numerous challenges, as evidenced by students' decreased enthusiasm for learning. Based on the existing issues, community service activities in the Gondangmanis village are required, as well as intensive assistance in developing student interest through online learning empowerment. According to the results of the student ability assessment, 90% of the students are in the "very good" category. The average index value of 182.9 for Kandangan hamlet and 153.3 for Manisrenggo hamlet indicates that students in Gondangmanis village are more interested in online learning. This means that during the pandemic, community empowerment activities based on the use of digital learning can increase student learning enthusiasm.

The impact of COVID-19 on the well-being, education and clinical practice of general practice trainees and trainers: a national cross-sectional study

BackgroundCOVID-19 has changed General Practice (GP) education as well as GP clinical activities. These changes have had an impact on the well-being of medical trainees and the role of GP plays in the society. We have therefore aimed to investigate the impact that COVID-19 has had on GP trainees and trainers in four domains: education, workload, practice organization and the role of GP in society.Design: a cross-sectional study design was used.MethodsThe Interuniversity Centre for the Education of General Practitioners sent an online survey with close-ended and open-ended questions to all GP trainees and trainers in Flanders, active in the period March – September 2020. Descriptive statistics were performed to analyze the quantitative data and thematic analysis for the qualitative data.Results216 (response 25%) GP trainees and 311 (response 26%) trainers participated. GP trainees (63%, N = 136) and trainers (76%, N = 236) reported new learning opportunities since the COVID-19 pandemic. The introduction of telehealth consulting and changing guidelines required new communication and organizational skills. Most of the GP trainees (75%, n = 162) and trainers (71%, n = 221) experienced more stress at work and an overload of administrative work. The unfamiliarity with a new infectious disease and the fact that COVID-19 care compromised general GP clinical activities, created insecurity among GP trainers and trainees. Moreover, GP trainees felt that general GP activities were insufficiently covered during the COVID-19 pandemic for their training in GP. GP trainers and trainees experienced mutual support, and secondary support came from other direct colleagues. Measures such as reducing the writing of medical certificates and financial support for administrative and (para) medical support can help to reprioritize the core of GP care.COVID-19 has enhanced the use of digital learning over peer-to-peer learning and lectures. However, GP trainees and trainers preferred blended learning educational activities.ConclusionsCOVID-19 has created learning opportunities such as telehealth consulting and a flexible organization structure. To ensure quality GP education during the pandemic and beyond, regular GP care should remain the core activity of GP trainees and trainers and a balance between all different learning methods should be found.