Asynchronous Tools for Interaction and Collaboration

Davidson-Shivers, Gayle V.; Rand, Angela

doi:10.1007/978-981-19-2080-6_56

Cited by 3 publications

(1 citation statement)

References 38 publications

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“…At the same time, digitalization introduces the mechanisms and strategies of modernization of an educational institution to update the existing infrastructure and to improve the efficiency of the learning environment. In the context of military engineering education, digitalization has been implemented through the principles of accessibility (Spridzāns, 2023), flexibility (Holth & Boe, 2019), interactivity (Silfverskiöld et al, 2011), collaboration (Davidson-Shivers & Rand, 2023), data-driven culture and innovation (Barreiros dos Santos et al, 2019). Apparently, digital transformations provide access to the educational process, overcome geographical barriers, create customized learning paths, offer collaborative tools and software, and suggest using innovative and creative approaches to teaching.…”

Section: Digitalization In Military Engineering Education: Practices ...mentioning

confidence: 99%

Fostering Digital Transformations in Military Engineering Education: Introduction of a Technology-Enhanced Learning Environment

Chmyr,

Koriekhov,

Psol

et al. 2024

PEC

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Digital tools have become integral to training military engineers, and the introduction of a technology-enhanced learning environment may improve the educational process at higher military educational institutions. This study explores the impact of digital transformations in military engineering education through a technology-enhanced learning environment. To answer the research questions, mixed methodology was used, which involved integration and data triangulation matrices. The survey included 17 experts who possess the competences to evaluate the integration of technology into the learning environment. The results showed that a positive technology-enhanced learning environment is represented through ICT-supported learning, e-learning, blended learning, and virtual learning environments. The researchers distinguished groups of digital tools used at higher military educational institutions (communication tools, content creation tools, Learning Management Systems, collaboration tools, assessment tools, simulation and modelling, and adaptive learning tools). The impact of digital tools applied for the formation of professional competence among future military engineers was evaluated. Then, the algorithm for creating and developing a positive technology-enhanced learning environment was explained as the set of systematic measures used to design and implement a learning environment that integrates technology. The measures to be taken to foster digital technologies while training future military engineers were described during the study. The outcomes can be used to improve the existing system of military engineering education at the Ukrainian military institutions and to maximize the professional training at the active military units. Keywords: digital tools, higher military educational institution, learning environment, professional competence, technology-enhanced learning

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Section: Digitalization In Military Engineering Education: Practices ...mentioning

confidence: 99%

Fostering Digital Transformations in Military Engineering Education: Introduction of a Technology-Enhanced Learning Environment

Chmyr,

Koriekhov,

Psol

et al. 2024

PEC

View full text Add to dashboard Cite

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Psycho-social drivers influencing the adoption of asynchronous EdTech tools: a gendered perspective

Lexman,

Baral,

Aboobaker

2024

IJEM

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PurposeThe purpose of this study is to explore a gendered perspective on how learners' intrinsic psychological motivators: valence, technology-innovativeness, self-development and self-efficacy as well as extrinsic social and institutional motivators, such as social norms and management commitment, collectively influence learners' behavioral intention to adopt asynchronous EdTech tools such as MOOCs.Design/methodology/approachA theoretical model was developed by integrating insights from social cognitive theory (SCT) and the technology acceptance model (TAM). Data were collected from 622 Indian college students across different academic levels who had enrolled in at least one MOOC. Data analysis was performed using covariance-based structural equation modeling (CB-SEM). The bootstrapping method using IBM AMOS 23.0 software was adopted further for moderation analysis.FindingsThe study found that while intrinsic drivers were positively associated with behavioral intention, extrinsic drivers had a limited influence. The results of the moderation analysis showed that gender significantly influenced the relationship between self-development and perceived usefulness as well as the relationship between valence and perceived usefulness. Our study’s findings represent a significant contribution to theoretical advancements, indicating a notable shift in students' learning emphasis from social interactions to self-directed approaches. These results align closely with the principles of connectivism within the heutagogy theory framework, underscoring learners' responsibility in shaping their learning journey.Practical implicationsOur study findings hold significant practical implications for future applications. Based on our study’s findings on the positive impact of self-development and self-efficacy, it is crucial to offer structured and interactive learning options for guided experiences. Integrating digital skills training into MOOC curricula can enhance engagement across diverse learner levels, given the significant predictive power of technology innovativeness. Furthermore, emphasizing the benefits of MOOC certifications, such as career advancement or academic recognition, can increase their appeal and perceived value, considering the significance of “valence” as an influential factor.Originality/valueAsynchronous EdTech tools, notably MOOCs, have emerged as potent catalysts for social change, providing unparalleled accessibility, flexibility and avenues for lifelong learning. Our study pioneers an investigation into the impact of valence and technology innovativeness on learners' perceptions, significantly influencing their willingness to adopt MOOCs positively. By exploring nuanced sociological dynamics across diverse societies, our research underscores the necessity of customizing EdTech solutions to encompass diverse gender perspectives.

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The Urgency of Digital Literacy Learning in Educational Units: Systematic Literature Review

Hadi Pradana,

Ketut Agustini,

Gede Rasben Dantes

et al. 2024

CEJ

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In this millennial era, it is very important to use digital literacy in education. The problem of education in the current digital era is that students do not have equal access to reading materials and their interest in reading is low. Thus, the aim of this research is to study the importance, causes, efforts and challenges associated with implementing digital literacy learning in educational units. The methods used are Systematic Literature Review (SLR) and bibliometric analysis. The data source uses article search criteria from 2021 to 2024 with the Publish or Perish application, based on SCOPUS sources with the title words being digital literacy learning. Data collection used the PRISMA procedure, 200 articles were obtained from the database and then the screening process was carried out so that 14 articles were included. Research results show that digital literacy in education does not only include teaching technology skills but also prepares future generations to think critically, communicate well, collaborate and be creative in the era of digital globalization. Implementing digital literacy in educational units can develop more efficient learning models and media to face current technological challenges by using applications that are also integrated with local wisdom and prepare students for a future that is increasingly connected to technology. Further research focuses on creating more efficient learning models to prepare future generations to face the challenges of the technological era.

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Asynchronous Tools for Interaction and Collaboration

Cited by 3 publications

References 38 publications

Fostering Digital Transformations in Military Engineering Education: Introduction of a Technology-Enhanced Learning Environment

Fostering Digital Transformations in Military Engineering Education: Introduction of a Technology-Enhanced Learning Environment

Psycho-social drivers influencing the adoption of asynchronous EdTech tools: a gendered perspective

The Urgency of Digital Literacy Learning in Educational Units: Systematic Literature Review

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