How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?

Blau, Ina; Shamir‐Inbal, Tamar; Avdiel, Orit

doi:10.1016/j.iheduc.2019.100722

Cited by 201 publications

(144 citation statements)

References 49 publications

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“…This research adds to the literature by exploring different aspects of PL in the retrospective evaluation of learning while leading a collaborative project in schools, that is, learning by leading others . This is in contrast with previous studies that used retrospection on learning by doing/gamification (Barzilai & Blau, 2014), or learning a lesson, topic, academic course, that is, learning from an expert/learning materials/technology (Blau & Caspi, 2008; Blau, Shamir‐Inbal, & Avdiel, 2020; Caspi & Blau, 2008, 2011).…”

Section: Introductioncontrasting

confidence: 69%

“…Previous studies investigated PL in the context of learning a new topic from an expert/learning materials or developing skills in technology‐enhanced environment (Blau & Caspi, 2008; Blau et al, 2020; Barzilai & Blau, 2014; Caspi & Blau, 2008, 2011). This study adds to the research literature by exploring different aspects of PL in the retrospective evaluation of learning by leading others .…”

Section: Conclusion Limitations and Educational Implicationsmentioning

confidence: 99%

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Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators' leadership experience, students' collaboration skills, and sustainability

Blau

Shamir‐Inbal

Hadad

2020

Computer Assisted Learning

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The purpose of this study was to examine the influence of online collaborative learning experiences on students' digital collaboration skills and on the sustainability of e‐collaboration in schools' culture—comparing individualistic versus collectivistic cultures. In addition, we explored how the leadership experience of schools' ICT coordinators was predicted by their sense of professionalism and cognitive, emotional and social aspects of perceived learning (PL), while leading the collaborative projects. The participants were ICT coordinators from 513 Israeli schools; 214 of whom were Hebrew‐speakers, and 299 Arabic‐speakers. The participants were asked to complete an online questionnaire, which included multiple‐choice and open‐ended questions. The results showed significant differences between a variety of the coordinator‐related variables as a function of learning culture (more individualistic vs.more collectivistic). Coordinators' leadership experience was a powerful predictor of students' digital collaboration skills, but did not predict the sustainability of e‐collaboration. Coordinators' emotional PL predicted the sustainability of collaboration in both schools with more individualistic and with more collectivistic learning cultures. The implications of the findings for educational theory and practise are discussed.

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Section: Introductioncontrasting

confidence: 69%

Section: Conclusion Limitations and Educational Implicationsmentioning

confidence: 99%

Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators' leadership experience, students' collaboration skills, and sustainability

Blau

Shamir‐Inbal

Hadad

2020

Computer Assisted Learning

Self Cite

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“…The variety of engagement with the tool was selected as the most relevant element. In fact, it is considered essential to enable the user with a diversity of training styles and preferences in order increase the possibility to effectively engage the users ( Blau et al., 2020 ). This choice complies with the basic concept to develop the skills of the personnel involved in the wind energy sector.…”

Section: Methodsmentioning

confidence: 99%

Developing and testing a new tool to foster wind energy sector industrial skills

Garcia

Groppi

Tavakoli

2021

Journal of Cleaner Production

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The wind energy sector has seen an increasing growth in the last decade and this is foreseen to continue in the next years. This has posed several challenges in terms of skilled and prepared professionals that have always to be up to date in an industry that is constantly changing. Thus, teaching tools have gained an increasing interest. The present research reviewed the state of the art in terms of digital interactive training tools pinpointing that the existing options do not feature the user involvement in the development of the training material. Hence, the main aim of this paper is to develop and test an innovative method based on gamification to increase wind energy sector industrial skills, providing a digital interactive environment in the form of a new user-friendly software that can allow its users to train and contribute to the teaching and learning contents. The first methodological step deals with the associated background studies that were required at strategy implementation and development stages, including market analysis and technology trade-offs, as well as the general structure and the implementation steps of the software design. Obtained results pinpointed that with minimal use of web-based database and network connectivity, a mobile phone application could work in the form of a time-scored quiz application that remotely located staff at wind energy farms could benefit from. The technological innovation brought by this research will substantially improve the service of training, allowing a more dynamic formative management contributing to an improvement in the competitiveness and a step towards excellence for the whole sector.

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“…These frameworks include both social and technical specifications to understand and acquire digital competency. Adequately developing digital literacy requires technological skills to understand the digital environment, and it also helps to co-create the new learning content (Blau et al, 2020). The Welsh government's digital competence framework includes four standards of equal importance, i.e.…”

Section: Digital Competence Framework To Improve Digital Literacymentioning

confidence: 99%

Strengthening digital inclusion through e-government: cohesive ICT training programs to intensify digital competency

Chohan

2020

Information Technology for Development

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Governments around the globe are in a quest for successful egovernment services. In this pursuit, one of the most significant barriers to e-government resilience is insufficient training. The objective of this study is to examine the impact of ICT training programs on the success of e-government services to improve digital competency along with decreasing the digital divide concerning developing societies. The pragmatic research process served as a baseline of this study, and a quasi-experimental research approach was implemented for testing the control group. The results of e-government training revealed a significant increase in the trainees' self-efficacy regarding the use of egovernment applications. This study proved that e-government ICT training programs directed at citizens can create a positive impact in conjunction with increasing digital literacy. Such training programs could also lessen the digital divide, enrich citizens' potential, and promote more equitable usage of public services in developing societies.

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How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?

Cited by 201 publications

References 49 publications

Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators' leadership experience, students' collaboration skills, and sustainability

Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators' leadership experience, students' collaboration skills, and sustainability

Developing and testing a new tool to foster wind energy sector industrial skills

Strengthening digital inclusion through e-government: cohesive ICT training programs to intensify digital competency

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