Digital literacy has become a significant challenge in the education industry. Even the policymakers are now requiring digital literacy components to be incorporated in the learning domain. Thus, in reaching the goals, Medical Laboratory Technology educators should be digitally more literate. This study aims; 1) to investigate the perspectives of educators with regards to the implementation of digital literacy in teaching and learning for Medical Laboratory Programme; 2) to explore on how digital literacy in teaching and learning for Medical Laboratory Programme are implemented; 3) to identify the challenges of implementation of digital literacy in teaching and learning for Medical Laboratory Programme including ways to overcome it; 4) to identify the sustainability measures in implementing digital literacy in teaching and learning for Medical Laboratory Technology programme. This study employed a qualitative semi-structured interview to collect data from selected participants at a higher education institution in Kuala Lumpur. Following the theme analysis, the data was thoroughly examined in several stages before being reported. According to the findings, participants employed a variety of digital mediums or platforms to integrate digital literacy into teaching and learning. All of the participants expressed enthusiasm for the application of digital literacy in teaching and learning. They adhere to the syllabus requirements, design excellent instruction, utilise various literacies, and continually improve. However, difficulties such as a lack of digital competency, resources constraints, and a restricted budget were some of the identified barriers to digital literacy adoption. As a result, educators have to develop innovative planning and support strategies to address these issues. Therefore, this study suggests that greater consideration should be given to digital literacy by developing technical facilities, pedagogy, and policymakers.
Effective teaching and learning strategies are one of the most important factors in achieving any educational institution's mission and vision. However, to ensure teaching and learning methods are relevant to the curriculum, which is very challenging and complex, educators' psychological well-being plays a vital role in supporting all planning and whatever goals are to be achieved by educational institutions. This study was to explore the views and perceptions of educators from higher educational institutions offering a Medical Laboratory Technology Diploma Program with regards to the contributing factors to psychological well-being. This study employed a qualitative, semi-structured interview to collect data from three selected participants. The data was thoroughly analysed in several procedures before being reported. This study revealed five themes of contributing factors to educators' psychological well-being by sharing relevant perspectives, challenges, and strategies for overcoming them.
The 2019 Coronavirus disease outbreak (CoVID-19) caused a dramatic change in institutions of higher learning where face-to-face learning had to be converted to online distance learning. The aim of this study was to investigate the perspectives and challenges faced by Diploma in Medical Laboratory Technology students towards the implementation of online distance learning during the CoVID-19 pandemic. A cross-sectional descriptive study was utilized. Students were strongly encouraged to fill out the questionnaire which was administered online via Google Form online survey and their participation were voluntary. Quantitative data was analysed using basic distribution of percentages and for the responses to the open-ended question the most common repeated key words were identified and counted. In general, 43.7% of students did not provide certainty whether they really felt satisfied with distance learning activities during the CoVID-19 pandemic. But 53.5% of students disagree and strongly disagree that distance learning gives similar satisfaction as classroom learning. In terms of teaching and learning satisfaction 60.6% of students agreed that lectures were well-organized in relation to each other, while in terms of the effectiveness of e-learning in improving clinical skills, assessment methods, discussion, and video and sound quality got various reactions ranging from strongly agree to strongly disagree. For strength in distance learning, more than 45% of students agreed that they can easily access online materials, participate, and engage in learning sessions wherever they are, record teaching sessions, more self-directed and eager to prepare earlier with learning materials. The major challenges agreed upon by students were weaknesses in terms of interaction among students (60.6%) and also with educators (56.3%), followed by technical problems, lack of selfdiscipline, lack of focus during online lectures and lack of honesty while conducting assessments. Majority of students indicate that the learning process of lectures (54.9%) and tutorials (53.5%) can be conducted in a blended learning manner. But for practical sessions, 76.5% of students prefer to return to offline class. The results of this study show the best ways to ensure that learning and teaching sessions are not affected even if we must face situations
Assessment affects both instructional strategies and learning. Thus, the effectiveness of teaching and learning can be recognised and enhanced. However, the previous study failed to consider explicit discussions on the perspectives among different parties, especially in the medical laboratory field in Malaysia. This study is being conducted to investigate the perspectives of educators from two different institutions of the Medical Laboratory Technology (MLT) Diploma Programme regarding assessment strategies that they have implemented to provide a positive learning environment in their 21st century classrooms as well as to enhance student learning gains. The qualitative descriptive approach with semistructured interviews designed for one-on-one interviews is employed. Four participants were recruited through purposive sampling. The interviews were transcribed and analysed thoroughly several times before being reported. The findings suggest that the participants understand the assessment methodologies for 21st century skills. The study revealed several assessment approaches, challenges, and ways educators employed in ensuring positive 21 st century learning gained by sharing their views and experiences. These results may give insight into future advancements in instructional and assessment approaches focusing on medical laboratory education.
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