An exploration of longitudinal studies of digital learning

Harju, Vilhelmiina; Koskinen, Antti; Pehkonen, Leila

doi:10.1080/00131881.2019.1660586

Cited by 23 publications

(18 citation statements)

References 31 publications

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“…The National Council for the Teachers of Mathematics [NCTM] (2014) emphasised the idea that technology will support effective teaching and facilitate meaningful learning and that technology could be used appropriately to help students understand mathematics, carrying out reasoning and improving communication skills. Studies have shown that the use of technology in mathematics classrooms is beneficial for students' conceptual learning, positive attitudes and the development of metacognitive skills (Drijvers et al 2016;Harju, Koskinen, and Pehkonen 2019;Olkun, Altun, and Smith 2005;Sinclair 2004). In this regard, it was stressed that technology should be used in primary mathematics education (Higgins, Huscroft-D'Angelo, and Crawford 2019;Kersaint et al 2003).…”

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confidence: 99%

Pre-service primary teachers’ views and use of technology in mathematics lessons

Şahal

Özdemir

2020

Research in Learning Technology

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Pre-service teachers who are future practitioners of the curriculum cannot be considered independent of their views on education and technology. The goal of this study is to determine the use of technology and the opinions of pre-service primary teachers (PPTs) regarding the use of technology in classroom activities in mathematics lessons. The research was conducted with 62 PPTs studying in a state university. The study is based on a case study. The PPTs designed and implemented activities with respect to the objective(s) in the primary school mathematics-teaching programme. These activities were observed and recorded in video. At the end of the semester, the opinion form prepared by the researchers was applied to the PPTs. Descriptive statistics, descriptive analysis and content analysis methods were used in the analysis of the data. According to the findings of the research, almost all of the PPTs expressed opinions about the positive and negative aspects of technology usage related to education. Furthermore, while 83.86% of the PPTs indicated that they wanted to use technology effectively in their professional lives in the future, only 19.35% of the observed activities benefited from the technology. PPTs advocated two main reasons for not using technology in classroom activities. The first was that concrete material is more effective where physical conditions are inadequate and the difficulty in accessing materials, especially at schools in rural areas. The second main reason concerned time constraints while following the curriculum.

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confidence: 99%

Pre-service primary teachers’ views and use of technology in mathematics lessons

Şahal

Özdemir

2020

Research in Learning Technology

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“…5G wireless networks are similar to traditional wired computer networks, but regarding their transmission media and related technologies, there is a clear difference between the two. ere are a large number of synonymous, near-synonymous, or up-and-down correlations and juxtapositions among teaching contents in educational resources, and a simple matching search of keywords only will result in a large number of missed detections of teaching resources related to the user's query intention [3]. For this reason, researchers have proposed a concept-semantic query extension method to understand the real needs of learners from the semantic level, grasp the real intentions of learners' queries, and provide learners with knowledge contents with related relationships to meet learners' requirements [4].…”

Section: Introductionmentioning

confidence: 99%

Construction of a 5G Wireless Semantic Web-Assisted English Digital Learning Resource Query System

Liu

2021

Discrete Dynamics in Nature and Society

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Based on the 5G wireless semantic network, this paper realizes the construction of the English digital learning resources query system, providing the query and management functions for English digital learning resources, and realizes the integration of functions and resources on the digital learning system and mobile learning system. The platform is put into practical application, and data analysis is conducted to conclude how this system is used and whether it is conducive to improving students’ interest in learning English and their English proficiency. We propose a quality algorithm for 5G wireless networks, which not only captures the characteristics of 5G wireless networks such as local broadcast and node movement but also combines quality predicates as guards with broadcast reception actions, which are used to portray that a node can continue to execute subsequent processes only when the node reception actions satisfy certain conditions, which works together with the node default value mechanism to reduce the impact caused by unreliable links. The query content is interpreted and supplemented at the semantic level by using synonym expansion, and the knowledge base is used to filter the synonym expansion and further expand the synonym expansion query based on knowledge structure, to tap the implicit knowledge points related to the query, and to fuse the two extensions to realize the knowledge-based query expansion. We use 5G wireless semantic web-related technologies to build an English digital learning resource query system with complete functions and good experience across terminals. Through the questionnaire survey and data analysis of the users of this system, it is found that the system is well used and effectively enhances students’ interest in learning English and improves learning efficiency. By applying the experimental comparison method, it is known that this system has improved students’ English proficiency to a certain extent.

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“…Although it is not possible to draw direct conclusions about the impact of digital technologies on students' learning [12] also the research studies reveal contradicting results: from one side they highlight the close relationship of millennials with information, their media literacy and the ability to use technologies for accessing the information [13], but they also claim that millennials "are not capable of dealing with modern technologies in a way, which is often ascribed to them (i.e., that they can navigate the world for effective and efficient learning and knowledge construction)" [6]. [13].…”

Section: Methodsmentioning

confidence: 99%

Proposal of Formal and Non-Formal Education for New Generation Digital Learning Demand in Engineering

Pīgozne

Medveckis

2021

ETR

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Millennial generation, starting from twelve-year-olds up to adolescents, is one of the most complicated generational cohorts; its ecosystem, beyond of formal and non-formal education boundaries, is more diverse than for any other previous generation. Digital learners prefer a digital learning environment, as the advantage of digital learning is the control over time, place, way and pace, enabling you to impersonate as an educational institution, applying smart personal network which consists of 3 domains: applied smart technologies; reflexive pedagogy for the digital century [1]; learning environment [2], thus without any confrontation of formal and non-formal education, but rather with consolidation of resources to promote engineering development of formal environment at school, higher educational establishments and informal activities – projects, scientists’ night events, open days, interest-related education programmes, etc.Goal of the research is to analyse the proposal of formal and non-formal education for the new generation digital learning demand and identify the examples of good practice in engineering, based on the identified digital leaning criteria obtained as a result of theoretical analysis. Millennial generation, starting from twelve-year-olds up to adolescents, is one of the most complicated generational cohorts; its ecosystem, beyond of formal and non-formal education boundaries, is more diverse than for any other previous generation. Digital learners prefer a digital learning environment, as the advantage of digital learning is the control over time, place, way and pace, enabling you to impersonate as an educational institution, applying smart personal network which consists of 3 domains: applied smart technologies; reflexive pedagogy for the digital century [1]; learning environment [2], thus without any confrontation of formal and non-formal education, but rather with consolidation of resources to promote engineering development of formal environment at school, higher educational establishments and informal activities – projects, scientists’ night events, open days, interest-related education programmes, etc.Goal of the research is to analyse the proposal of formal and non-formal education for the new generation digital learning demand and identify the examples of good practice in engineering, based on the identified digital leaning criteria obtained as a result of theoretical analysis. In the design research of cross-sectional study 323 respondents took part: 226 representatives of formal education and 97 representatives of non-formal education. In the research the quantitative and qualitative data collection (questionnaires, case analysis) and processing (nonparametric software in SPSS environment and content analysis) methods have been applied. Results of Mann-Whitney U-test to two independent samples confirm statistically significant differences depending on the respondents’ profile: representatives of non-formal education tend to value Higher such digital learning criteria as situational and authentic, whereas representatives of formal education value higher interactive digital learning on demand, which is related to application of different media platforms (p≤0.05).The research analyses the examples of good practice in case studies in engineering.Engineering can be geared towards fundamental research, but in the pupils’ educational process the innovative solutions of technical sciences with a perspective of practical applicability arouse a greater interest. Learning efficiency and acquisition of new knowledge are successful if learning is linked to research work in higher educational establishments and transfer of findings in the education system in close collaboration with representatives of economic sectors and businesses.

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An exploration of longitudinal studies of digital learning

Cited by 23 publications

References 31 publications

Pre-service primary teachers’ views and use of technology in mathematics lessons

Pre-service primary teachers’ views and use of technology in mathematics lessons

Construction of a 5G Wireless Semantic Web-Assisted English Digital Learning Resource Query System

Proposal of Formal and Non-Formal Education for New Generation Digital Learning Demand in Engineering

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