Self-directed learning with knowledge management model to enhance digital literacy abilities

Silamut, Aime-acha; Petsangsri, Sirirat

doi:10.1007/s10639-020-10187-3

Cited by 30 publications

(27 citation statements)

References 16 publications

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“…In chemistry learning, many subjects can be covered with the assistance of digital technology: aromaticity, 3D structure optimization, auto-renumbering, molar refractivity measurement, surface tension, paracord, refractive index, density, polarization and dielectric constant, IUPAC nomenclature, import and export molecules, 2D conversion in 3D. Thus, technological, digital literacy, cognitive and social dimensions used in chemistry education and learning are based on educational technology that promotes chemistry learning [34].…”

Section: Digital Literacy In Chemistry Teaching and Learningmentioning

confidence: 99%

The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning

Dewi¹,

Pahriah²,

Purmadi³

2021

Int. J. Emerg. Technol. Learn.

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Chemistry learning is faced with problems that emphasize students' difficulty in learning the basic chemistry concepts to become increasingly difficult and less meaningful. Digital literacy can understand chemistry concepts and develop critical thinking skills because digital literacy emphasizes reading, writing, understanding, evaluating, communicating, and using the information in different formats. This research aims to determine the role and urgency of digital literacy for generation Z students in chemistry learning. This research is descriptive qualitative research. The research subjects were chemistry education students of FSTT of Universitas Pendidikan Mandalika. In this study, there were two types of data; primary and secondary data. The primary data was collected through direct observation and interviews. Secondary data was collected through the literature review. The results showed that digital literacy is needed in chemistry learning by focusing on the needs of Generation Z students in accessing the internet as a medium to promises ease of community connectivity, starting from how to communicate, collaborate, be creative, solve problems, make decisions, and consume information. In chemistry learning, digital technology can help improve chemistry teaching quality in technical, cognitive, and social aspects. Also, digital technology has become necessary in chemistry learning because it can help students learn better with various ICT-enabled features that can motivate understanding of chemistry concepts and reduce cognitive memory load when studying ICT-based chemistry. Thus, digital literacy is urgent for Generation Z students in chemistry learning.

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Section: Digital Literacy In Chemistry Teaching and Learningmentioning

confidence: 99%

The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning

Dewi¹,

Pahriah²,

Purmadi³

2021

Int. J. Emerg. Technol. Learn.

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“…Developing university students' digital competence is vital for their success in higher education (López-Meneses et al, 2020). Those with high digital competence can easily interpret and understand online learning materials and perform well in online learning (López-Meneses et al, 2020), whereas those suffering from digital deficiencies may find themselves struggling in or averse to online learning and consequently experiencing high cognitive load and academic burnout, which could eventually lead to the intention of quitting online learning (Bergdahl et al, 2020;Silamut and Petsangsri, 2020).…”

Section: Introductionmentioning

confidence: 99%

How Does Digital Competence Preserve University Students’ Psychological Well-Being During the Pandemic? An Investigation From Self-Determined Theory

et al. 2021

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This study conceptualized digital competence in line with self-determined theory (SDT) and investigated how it alongside help-seeking and learning agency collectively preserved university students’ psychological well-being by assisting them to manage cognitive load and academic burnout, as well as increasing their engagement in online learning during the coronavirus disease 2019 (COVID-19) pandemic. Moreover, students’ socioeconomic status and demographic variables were examined. Partial least square modeling and cluster analysis were performed on the survey data collected from 695 students. The findings show that mental load and mental effort were positively related to academic burnout, which was significantly negatively associated with student engagement in online learning. Digital competence did not directly affect academic burnout, but indirectly via its counteracting effect on cognitive load. However, help-seeking and agency were not found to be significantly negatively related to cognitive load. Among the three SDT constructs, digital competence demonstrated the greatest positive influence on student engagement. In addition, female students from humanities and social sciences disciplines and lower-income families seemed to demonstrate the weakest digital competence, lowest learning agency, and least help-seeking behaviors. Consequently, they were more vulnerable to high cognitive load and academic burnout, leading to the lowest learning engagement. This study contributes to the ongoing arguments related to the psychological impact of the COVID-19 pandemic and informs the development of efficient interventions that preserve university students’ psychological well-being in online learning.

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“…To effectively deploy the literacy skills integrated with learning of information technology, actions to encourage the teachers are required (Rahim, Suherman & Murtiani, 2019). The knowledge management model and knowledge sharing can enhance the digital literacy abilities (DLA) of teachers (Silamut & Petsangsri, 2020).…”

Section: Introductionmentioning

confidence: 99%

Knowledge management process, knowledge sharing, and teacher literacy skills at vocational high schools

Sobandi

Suryadi

Ramdhany

et al. 2021

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The development of students in mastering the skills of the 21st century is certainly inseparable from the role of educators in understanding the various skills and the use of digital technology associated with it, supported by knowledge management process and knowledge sharing. The purpose of this study is to analyze the effect of the knowledge management process and knowledge sharing on teacher literacy skills at State Vocational High Schools (VHSs) in West Java. To collect data, a questionnaire was used. This research used a quantitative approach through descriptive and verification research. Based on the characteristics of the variables, a survey using a 7-point Likert scale questionnaire was conducted. This research was purposely administered to 162 teachers from 54 VHSs at 27 cities/regencies in West Java. The Partial Least Square Structural Path-Modeling (PLS-PM) was used to test the hypotheses. The research outcomes revealed that the knowledge management processes and knowledge sharing have a positive effect on teacher literacy skills. Information literacy is important for building literacy skills, but achievement is relatively low. The teacher needs to align these skills with more appropriate directions so that teachers’ literacy skills in the learning process can be more effective.

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Self-directed learning with knowledge management model to enhance digital literacy abilities

Cited by 30 publications

References 16 publications

The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning

The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning

How Does Digital Competence Preserve University Students’ Psychological Well-Being During the Pandemic? An Investigation From Self-Determined Theory

Knowledge management process, knowledge sharing, and teacher literacy skills at vocational high schools

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