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Solving the Problems of Linguistically Diverse First-Year University Students Using Digital Learning
Published in Ibrahiem M. M. El Emary, Anna Brzozowska, Shaping the Future of ICT, 2017
Digital learning is any instructional practice that effectively uses technology to strengthen a student’s learning experience. It emphasizes high-quality instruction and provides access to challenging content, feedback through formative assessment, opportunities for learning anytime and anywhere, and individualized instruction to ensure all students reach their full potential to succeed in education and a career. Digital learning encompasses many different facets, tools, and applications to support and empower teachers and students, including online courses, blended or hybrid learning, or digital content and resources. Additionally, digital learning can be used for professional learning opportunities for teachers and to provide personalized learning experiences for students.
Role of ICT in Online Education during COVID-19 Pandemic and beyond
Published in Archana Singh, Vinod Kumar Shukla, Ashish Seth, A. Sai Sabitha, ICT and Data Sciences, 2022
Steffy Sebastian, Albert Thomson, Vinod Kumar Shukla, Iman Ajaj Naje
Digital learning has been at the forefront for a long time; it provides adaptive learning and helps students to personalize their lessons with features of recordings, activities and helps them go at their own pace. E-learning has seen a massive rise globally ever since the beginning of the COVID-19 crisis, which demands social distancing, and teaching now is undertaken on digital platforms. This technology has enabled people all around the world to interact and hold meetings with something as simple as an internet connection and a device.
Factors influencing students’ continuance usage intention with online learning during the pandemic: a cross-country analysis
Published in Behaviour & Information Technology, 2022
Seyedeh Khadijeh Taghizadeh, Syed Abidur Rahman, Davoud Nikbin, Mirza Mohammad Didarul Alam, Lidia Alexa, Choo Ling Suan, Shirin Taghizadeh
Malaysia’s first bout with COVID-19 happened on 25 January 2020, when three Chinese tourists entering Malaysia from Singapore on January 23 were detected with the virus (Hassan 2020). Two weeks later, an ‘unaware’ of Malaysia, which involved 16000 attendants had unknowingly transmitted the virus to hundreds present there (Ananthalakshmi and Sipalan 2020). From there on, Malaysia was labelled as one of the most affected COVID-19 countries in Southeast Asia, with the cumulative number of cases to 6,002 as of 30 April 2020 (Ministry of Health 2020). Alarming with the spike of the infections, Malaysia government announced a Movement Control Order on 18 March 2020 to curb the spread of COVID-19 (New Straits Times 2020). Abiding the Movement Control Order, The Ministry of Higher Education mandated higher institutions to implement e-learning until 31 December 2020 (Palansamy 2020). The unplanned diversion of e-learning replaced conventional learning brought up some teething issues, such as insufficient Internet bandwidth facilities in the rural areas, the ability of digital learning platforms to withstand the sudden intensification in load; the shift of pedagogical demands from instructors to adapt to the e-classroom delivery as well as the readiness from students to adapt the e-learning as new normalcy.
METH Research on Design Paradigm of Cultural Heritage Based on Embodied Cognition
Published in International Journal of Human–Computer Interaction, 2022
Hao Hu, Qinghua Li, Xiaoxiao Cao
As shown in Figure 9 above, six types of innovation modes including time dimension innovation, communication dimension innovation, spatial dimension innovation, material technology dimension innovation, interactive dimension innovation and added value dimension innovation can be carried out to aim at the three design forms of Cultural Heritage including service design, product design, and interaction design. The time dimension innovation mainly aims at the fast and changeable life style of contemporary society, the communication dimension innovation responds to the development of media integration, the spatial dimension innovation applies the achievements of architecture and digital technology, the material technology dimension innovation emphasizes the application of new materials and new processing technology in derivative products of Cultural Heritage, the interactive dimension innovation applies intelligent hardware and interactive technology on the design of traditional static products, the added value dimension innovation emphasizes to enhance the cultural added value of products by adding some “the symbolic fragments of Cultural Heritage” to the form, patterns and materials of articles for daily use. Digital technologies are data-generating, data-storage, and data-processing electronic instruments, systems, devices, and resources. Any sort of technology-based learning is referred to as digital learning. It can occur in any academic area of the curriculum. Materials technology is a broad field that encompasses everything from raw material manufacturing to the processing of materials into the shapes and forms required for specific purposes.
Defining the capabilities required to teach engineering: Insights for achieving the Australian sector’s future vision
Published in Australasian Journal of Engineering Education, 2023
Sarah Dart, Sam Cunningham, Alexander Gregg, Amy Young
Educators are increasingly relying on educational technologies to facilitate learning experiences, and this trend has been fast-tracked by the COVID-19 pandemic (Burnett et al. 2021; Reidsema, Cameron, and Hadgraft 2021). Digital learning technologies offer significant benefits including enhanced accessibility, learning flexibility, and student outcomes (Felder, Brent, and Prince 2011; Dart, Pickering, and Dawes 2020). Consequently, educators will be increasingly expected to integrate educational technologies into their teaching (Felder, Brent, and Prince 2011; Reidsema, Cameron, and Hadgraft 2021).