The Use of Digital Technology for Sustainable Teaching and Learning

Shadiev, Rustam; Reynolds, Barry Lee; Li, Rui

doi:10.3390/su16135353

Sustainability

2024

DOI: 10.3390/su16135353

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The Use of Digital Technology for Sustainable Teaching and Learning

Rustam Shadiev,

Barry Lee Reynolds,

Rui Li

Abstract: Sustainable teaching and learning encompass practices where educators equip students with the skills and strategies needed for lifelong, independent learning beyond the confinement of a traditional classroom and independent of a sole knowledgeable instructor [...]

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Cited by 3 publications

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Exploring digital competence among Vietnamese EFL preservice teachers: the role of ICT self-efficacy, collegial collaboration, and infrastructural support

Hoang

2024

Journal of Digital Learning in Teacher Education

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Exploring digital competence among Vietnamese EFL preservice teachers: the role of ICT self-efficacy, collegial collaboration, and infrastructural support

Hoang

2024

Journal of Digital Learning in Teacher Education

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Fostering Engagement in AI‐Mediate Chinese EFL Classrooms: The Role of Classroom Climate, AI Literacy, and Resilience

Wang,

Gao,

Wang

et al. 2024

Euro J of Education

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The rise of artificial intelligence (AI) has significantly impacted education, yet few scholars have explored AI‐assisted classrooms, particularly in language education in China. Understanding the roles of classroom climate, AI literacy, and resilience is essential, as these factors foster positive learning environments and enhance student engagement. In this sense, this study, grounded in Social Cognitive Theory, employs structural equation modelling to investigate factors influencing classroom engagement in AI‐assisted Chinese English as a Foreign Language (EFL) classrooms. It examines data from 606 university EFL learners to explore the interactions among these variables and the mediating role of resilience. The findings indicate that classroom climate, AI literacy, and resilience all significantly predict classroom engagement, highlighting the importance of both environmental and cognitive factors in fostering active student participation. Furthermore, resilience serves as a crucial mediator, linking classroom climate and AI literacy to engagement. This study provides some insights for educators and policymakers, emphasising the need to cultivate supportive classroom environments, promote AI literacy programs, and strengthen students' resilience to optimise engagement in AI‐assisted educational settings.

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Real-Time Collaborative Programming in Undergraduate Education: A Comprehensive Empirical Analysis of Its Impact on Knowledge, Behaviors, and Attitudes

Sun,

2024

Journal of Educational Computing Research

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Real-time collaborative programming (RCP), which allows multiple programmers to work concurrently on the same codebase with changes instantly visible to all participants, has garnered considerable popularity in higher education. Despite this trend, little work has rigorously examined how undergraduates engage in collaborative programming when using RCP. This study utilized a quasi-experimental design to investigate the impact of RCP on undergraduates’ programming knowledge and skills, behaviors, and attitudes toward collaboration. Eighty-two participants were randomly assigned to either the RCP group or the Traditional Collaborative Programming (TCP) group. The data analysis yielded noteworthy findings. First, RCP significantly improved learners’ problem-solving skills and led to higher knowledge test scores compared to TCP. Second, there were no significant differences in attitudes toward collaboration between the two groups. Third, analysis of programming behaviors indicated that the RCP group exhibited more efficient coding practices, including producing a greater volume of code and executing it more successfully. Additionally, the RCP group’s code-testing activities were predominantly concentrated at the first half of the class sessions. Based on the empirical research results, three major pedagogical implications were proposed. These findings highlight the benefits of integrating RCP into programming education and suggest avenues for future research into collaborative learning dynamics.

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The Use of Digital Technology for Sustainable Teaching and Learning

Abstract: Sustainable teaching and learning encompass practices where educators equip students with the skills and strategies needed for lifelong, independent learning beyond the confinement of a traditional classroom and independent of a sole knowledgeable instructor [...]

Cited by 3 publications

References 19 publications

Exploring digital competence among Vietnamese EFL preservice teachers: the role of ICT self-efficacy, collegial collaboration, and infrastructural support

Exploring digital competence among Vietnamese EFL preservice teachers: the role of ICT self-efficacy, collegial collaboration, and infrastructural support

Fostering Engagement in AI‐Mediate Chinese EFL Classrooms: The Role of Classroom Climate, AI Literacy, and Resilience

Real-Time Collaborative Programming in Undergraduate Education: A Comprehensive Empirical Analysis of Its Impact on Knowledge, Behaviors, and Attitudes

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