Navigating learners towards technology-enhanced learning during post COVID-19 semesters

Ironsi, Chinaza Solomon

doi:10.1016/j.tine.2022.100189

Cited by 19 publications

(12 citation statements)

References 31 publications

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“…Finally, a growing number of studies reported the use of digital technologies to learn from distance during school closures [ 28 – 31 ] and some studies indicated that academic performance in online learning environments improved during school closures [ 4 – 6 ]. For instance, Meeter (2021) examined data from almost 100,000 students from the Netherlands and reported significant learning gains for the period of school closures in an online learning environment for mathematics.…”

Section: Introductionmentioning

confidence: 99%

Assignment strategies modulate students’ academic performance in an online learning environment during the first and second COVID-19 related school closures

2023

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A growing number of studies seek to evaluate the impact of school closures during the ongoing COVID-19 pandemic. While most studies reported severe learning losses in students, some studies found positive effects of school closures on academic performance. However, it is still unclear which factors contribute to the differential effects observed in these studies. In this article, we examine the impact of assignment strategies for problem sets on the academic performance of students (n ≈ 16,000 from grades 4–10 who calculated ≈ 170,000 problem sets) in an online learning environment for mathematics, during the first and second period of pandemic-related school closures in Germany. We observed that, if teachers repeatedly assigned single problem sets (i.e., a small chunk of on average eight mathematical problems) to their class, students’ performance increased significantly during both periods of school closures compared to the same periods in the previous year (without school closures). In contrast, our analyses also indicated that, if teachers assigned bundles of problem sets (i.e., large chunks) or when students self-selected problem sets, students’ performance did not increase significantly. Moreover, students’ performance was generally higher when single problem sets were assigned, compared to the other two assignment types. Taken together, our results imply that teachers’ way of assigning problem sets in online learning environments can have a positive effect on students’ performance in mathematics.

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Section: Introductionmentioning

confidence: 99%

Assignment strategies modulate students’ academic performance in an online learning environment during the first and second COVID-19 related school closures

2023

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“…In a world that is becoming increasingly interconnected thanks to digitalization, the development of technological and digital skills among university students is essential for improving their employability. 5 Therefore, the introduction of mobile learning and social media in the university environment is of vital importance. Students can learn in the classroom how to use these technologies in the professional context.…”

Section: Discussionmentioning

confidence: 99%

“…In this context, education at different stages plays a crucial role 3,4 in developing students' digital literacy through technology-enhanced learning. 5 Among the various elements of the digital ecosystem, social media stands out. These digital tools 1 Departamento de Actividad Fı ´sica y Ciencias del Deporte, Universidad de Castilla-La Mancha, Toledo, Spain comprise a diverse set of internet-based applications (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Introducing mobile learning in sport management education: Exploring gender differences in Pinterest usage

López-Carril,

González-Serrano,

García-Pascual

2024

Proceedings of the Institution of Mechanical Engineers, Part P:

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We live in an increasingly interconnected world thanks to the advance of digitalization. Digital tools such as mobile devices or social media platforms have transformed the way in which people and organizations relate to each other. Higher education and sports are two of the areas of society where we have seen more changes caused by the rise of digitalization. In education, digital tools have revolutionized the way in which classes are taught, moving classrooms toward hybrid or online models. In the case of sport, digital tools such as social media are essential for sport managers when interacting with the sport ecosystem. Despite the advances that digital technology is bringing about in society, studies exploring the potential of social media and digital tools in sport management classrooms are scarce. This work explores the possibilities that a little-studied social media platform, such as Pinterest, offers when introduced in the classroom through mobile-based learning and active learning methodologies. In addition, and in a pioneering way in the case of Pinterest, it explores the possible differences depending on the gender of the students. A total of 72 students of the “Sports Equipment and Facilities” course at a Spanish university participated in this study. After finishing the educational intervention with Pinterest, students completed a questionnaire to share their perceptions. Subsequently, t-tests for independent samples were performed through the statistical package SPSS 27.0. The results obtained highlight that all students, regardless of gender, had a positive perception of Pinterest in the teaching-learning process. In addition, women scored higher on all items, with significant differences in four areas. In view of these results, it is concluded that the use of Pinterest through mobile learning is positive in the university context. Furthermore, there is a gender variable influence in the students’ perceptions regarding Pinterest.

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“…Similarly to most other educators, meeting these challenges within our dental school drove an unprecedented upshift in the use of digital-technology-supported solutions [19], which included the development of virtual patients, the implementation of on-line classrooms, and an increased use of virtual learning environments. However, no matter how innovative these approaches were, they could not support the development of surgical techniques that relied on using highly specific psychomotor skills.…”

Section: Introductionmentioning

confidence: 99%

Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom

McKernon,

Adderton,

Dawson

2024

Education Sciences

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The COVID-19 pandemic, and the subsequent lockdown, had a significant and disproportionate impact on subjects that required the development of clinical technical skills due to the lack of access to simulation classrooms and patients. To directly address this impact, we developed a conceptual framework for the design and implementation of a progressive simulation approach from the perspective of a teacher. This conceptual framework integrates and draws from key theories of simulation design, curriculum integration, learner motivation, and considerations of the facets of good assessment, including modern approach validity. We used the conceptual framework to inform and develop a progressive simulation design to support the development of essential intra-oral suturing skills outside of the classroom, at home, while still being able to provide external feedback as if learners were in the classroom or clinic. Moreover, the approach described significantly extended the available opportunities for deliberate practice, assisting with the automation of essential skills and aiming to better support learner development during face-to-face patient opportunities. Although further work is needed, we believe that our conceptual framework could be applied to any situation where progressive simulation is seen as beneficial, especially if there are elements of key skills that could initially be developed using a simple take-home simulator.

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Navigating learners towards technology-enhanced learning during post COVID-19 semesters

Cited by 19 publications

References 31 publications

Assignment strategies modulate students’ academic performance in an online learning environment during the first and second COVID-19 related school closures

Assignment strategies modulate students’ academic performance in an online learning environment during the first and second COVID-19 related school closures

Introducing mobile learning in sport management education: Exploring gender differences in Pinterest usage

Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom

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