The implementation and embedding of digital skills and digital literacy into the curriculum considering the Covid-19 pandemic and the new SQE

Abstract

This paper focuses on the introduction of a new model of digital teaching and resource provision for the University of Law (ULaw) Library Service, during the Covid-19 pandemic. It details the processes and steps we took to achieve the three core aims of: a new mode of online skills delivery, the creation of self-directed, independent learners in the various student cohorts at the university and the creation of a flexible self-assessment platform to provide an incremental learning journey for both students and staff. This paper also highlights some of the challenges and difficulties we faced, arising from a project of this size and nature.

Academic Engagement: A Bibliometric Analysis in Scientific Production

“…Flexible learning environments encompass adaptive teaching settings that cannot affect engagement, this includes the exploration of physical and virtual spaces that foster interacting, collaboration, and personalized learning (Aboraya, 2021;Carl & Worsfold, 2021;Kontrimiene et al, 2021).…”

“…Interventions and pedagogical practices constitute specific strategies to foster academic engagement. This encompasses identifying effective pedagogical approaches, incorporating motivational elements into curriculum design, and implementing support interventions for students at risk of disassociation (Burri et al, 2022;Carl & Worsfold, 2021;Gouveia et al, 2022;Majcen & Drvodelić, 2022).…”

Use of Digital Resources in Higher Education during COVID-19: A Literature Review

“…In fourth place (T4), a significant proportion of articles (13.6%) were concerned with evidencing the digital adaptation processes of the libraries of HE institutions to offering services to the educational community [54][55][56][57][58][59]. The fifth, sixth, and seventh place, with the same percentage representation (9.1%), is occupied by (T1) articles that identify or address digital resources through an evaluation of digital teaching competence or the application of digital training programs in the educational community in SE to face technological change in the COVID-19 pandemic [60][61][62][63]; (T5) articles that focus on the development of original software or digital learning resources to address certain subjects or for the university itself during the COVID-19 period [64][65][66][67]; (T6) articles that address digital resources and emphasize the impact of certain specific methodologies or virtual learning environments, taking into account their technical-pedagogical component in the transition process to virtual learning during the COVID-19 Figure 2 shows that the most recurrent articles (T3), comprising 22.7% of the sample, are those that emphasize the implementation of digital technologies and resources, either from the perspective of adaptation of SE or for the management of a specific subject or module [28][29][30][31][32][33][34][35][36][37]. The second most frequent type of research (T2) is that which emphasizes the evaluation and comparison of digital supports and tools or learning formats with a digital component (synchronous vs. asynchronous; interactive vs. non-interactive asynchronous e-learning; and synchronous learning vs. combined e-learning or blended learning, etc.)…”

“…In fourth place (T4), a significant proportion of articles (13.6%) were concerned with evidencing the digital adaptation processes of the libraries of HE institutions to offering services to the educational community [54][55][56][57][58][59]. The fifth, sixth, and seventh place, with the same percentage representation (9.1%), is occupied by (T1) articles that identify or address digital resources through an evaluation of digital teaching competence or the application of digital training programs in the educational community in SE to face technological change in the COVID-19 pandemic [60][61][62][63]; (T5) articles that focus on the development of original software or digital learning resources to address certain subjects or for the university itself during the COVID-19 period [64][65][66][67]; (T6) articles that address digital resources and emphasize the impact of certain specific methodologies or virtual learning environments, taking into account their technical-pedagogical component in the transition process to virtual learning during the COVID-19 pandemic [68][69][70][71].…”

Pengaruh Literasi Digital, Tingkat Pendapatan Orang Tua, dan E-learning terhadap Hasil Belajar Siswa di Masa Pandemi

“…Menurut (Yanti dkk., 2020), dampak besar teknologi, informasi data serta komunikasi di bidang pendidikan adalah gagasan baru melalui pemanfaatan jaringan komputer serta internet dalam proses belajar yang dapat disebut dengan elearning atau sebagai pembelajaran berbasis daring. E-learning platform desain pengajaran pembelajaran yang lebih fleksibel dan responsive (Carl & Worsfold, 2021). Penggunaan teknologi e-learning ini tentunya harus selaras dengan tingkat pengetahuan dan kemampuan akan media digital (Fitriana dkk., 2019).…”