From dual digitalization to digital learning space: Exploring the digital transformation of higher education

Bygstad, Bendik; Øvrelid, Egil; Ludvigsen, Sten; Dæhlen, Morten

doi:10.1016/j.compedu.2022.104463

Cited by 196 publications

(140 citation statements)

References 22 publications

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“…The pandemic period has accelerated the digital transformation of universities around the world, creating their own innovative, special experiences, which have a practical significance for the future [41][42][43].…”

Section: Discussionmentioning

confidence: 99%

Learning through Digital Devices—Academic Risks and Responsibilities

Berei

Pusztai

2022

Education Sciences

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The purpose of this study is to examine the risks of learning through digital technology and to design the individual and academic responsibilities. We propose answering the following research questions: Are higher education students and their families equipped with digital devices? What strategy do students use in their individual learning? How frequently do they get involved in various added digital activities (gaming, social media communication, surfing the Internet)? What are the risks of excess time spent online? A total of 2210 higher education students from five European countries, Romania, Slovakia, Hungary, Serbia, and Ukraine, participated in the quantitative study, the data being collected by the Center of Higher Education Research and Development at the University of Debrecen, Hungary in 2019. The analysis of the data is based on the advanced statistical test carried out with the SPSS program. The results indicated that most students come from families that possess essential digital devices (smartphone, PC, notebook) with an internet connection, regardless of the country of origin. The students’ learning strategy is mixed: they use the virtual and real environment. More than half of the students declared that they never learn by watching tutorials or listening to audio recordings. Reflecting on themselves, more than a third of them stated that they generally spend too much time online. Daily surfing, gaming, and communicating on social networks are those added activities that significantly multiply their chance of spending too much time in a virtual environment. The binary logistic regression analysis proves that these students have a four times greater chance of developing a concentration crisis. In addition, it is characteristic for there to be a general time management crisis that implicitly contributes to the development of a deadline crisis in learning, and another risk is the duplication of intention to drop out of university.

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Section: Discussionmentioning

confidence: 99%

Learning through Digital Devices—Academic Risks and Responsibilities

Berei

Pusztai

2022

Education Sciences

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“…The most recent research published in the last two years examines the concept of digitalisation in a wide variety of domains, ranging from economics and environmental performance to the micro-assembly space and the digital transformation of higher education [9][10][11][12][13][14][15][16][17][18][19][20]. Many of these studies are looking into the topic of digital transformation [15,[21][22][23][24][25][26][27][28][29][30][31], and some of them are even continuing to review the relationship between digitalisation and long-term sustainability [32][33][34][35][36][37][38][39][40][41][42][43].…”

Section: Literature Reviewmentioning

confidence: 99%

Digitalisation as the Indicator of the Evidence of Sustainability in the European Union

Burinskienė

Seržantė

2022

Sustainability

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Digitalisation provides access to an integrated network of information that can benefit society and businesses. However, the evidence of sustainability in business is less researched. In our paper, by building up the research approach, we address the relevant gap by investigating how sustainable development goals represent the interrelationship between digitalisation and sustainability. Such research is particularly important because understandings of digitalisation and sustainability determine how different actors, including business managers and policymakers, act in response to those imperatives to develop future employees skills starting from school age. Following a multi-method approach, we have combined our analysis into two steps examining the relationship between digitalisation and sustainability. Building digital networks, business managers and policy makers using digital means can create some unique opportunities to strategically address sustainable development challenges for the United Nations Targets (SDG) to ensure higher productivity, education, and an equality-oriented society. This point of view describes the potential of digitalisation for society and businesses of the future. The authors revise the links between digitalisation and sustainability in the European Union countries by using data available in Eurostat and UNECE public databases. The two-stage methodology for the identification of the relationship between ICT and sustainability is used in the paper and a linear regression model is applied. The results showed tiers with five SDGs, focusing on business, and all these tiers are fixed in the constructed equations for each SDG. The recommended solution is statistically valid and proves the novelty of this research. Among digitalisation indicators, only mobile-cellular subscriptions and fixed-broadband sub-basket prices in part do not affect researched sustainable development indicators.

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“…Therefore, in preparation for the digital transformation process to start, HEIs must support their academic staff in creating their TPACK in the form of professional development programs. Below are suggested instructional approaches that HEIs can use for the programs and the factors that HEIs should pay attention to guarantee such programs' success (Bygstad et al, 2022;Bai et al, 2021;Ritter & Pedersen, 2020).…”

Section: Institutional Professional Support For Faculty In Preparatio...mentioning

confidence: 99%

Digital transformation in higher education in Vietnam

Hai

2022

irjeis

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This paper, which aims to explore (i) what digital transformation means in the higher education context, (ii) what knowledge should faculty members equip themselves with in response to the forthcoming digitalization in their institutions, and (iii) what HEIs should bear in mind in designing professional development programs to support their faculty’s preparation. Based on an exhaustive review of literature, the paper has significant implications for HEIs in getting ready for their imminent digitalization.

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From dual digitalization to digital learning space: Exploring the digital transformation of higher education

Cited by 196 publications

References 22 publications

Learning through Digital Devices—Academic Risks and Responsibilities

Learning through Digital Devices—Academic Risks and Responsibilities

Digitalisation as the Indicator of the Evidence of Sustainability in the European Union

Digital transformation in higher education in Vietnam

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