An Exploration of the Potential Role of Digital Technologies for Promoting Learning in Foreign Language Classrooms: Lessons for a Pandemic

Masterson, M.D. James F.

doi:10.3991/ijet.v15i14.13297

Cited by 37 publications

(41 citation statements)

References 14 publications

(19 reference statements)

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“…So far, studies on the implementation of online learning during the COVID-19 period have two general trends. First, courses that are online learning at a normative level, both concerning user perceptions [7], implementation [8][9][10][11][12], as well as the technology platform, used [13,14]. The second trend is related to evaluation [15], including how the impact of online learning, barriers, and relevant educational policy models [16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Successful online learning factors in COVID-19 era: Study of Islamic higher education in West Papua, Indonesia

Yudiawan

Sunarso

Suharmoko

et al. 2021

IJERE

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<span>This study aimed to map and tests the factors that influence online learning success in the COVID-19 era in Islamic Religious Higher Education in the West Papua region. Factors to be analyzed are student characteristics, internal motivation, instructor characteristics, quality of institutions and services, infrastructure and system quality, quality of courses and information, online learning environment. The sample size obtained from the Slovin formula was 302 students. Data collected through surveys by distributing questionnaires. Analysis of the regression model used to carry out data analysis. The results showed that the seven factors tested influenced online learning success in the COVID-19 era, with varying significance. Infrastructure and system quality are the most dominant influences (94.2%), while institutions' variety and services have no significant impact (6.3%). The conclusion is that the seven factors can be used to determine the success of online learning in the COVID-19 era in Islamic Religious Higher Education in the West Papua region.</span>

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Section: Introductionmentioning

confidence: 99%

Successful online learning factors in COVID-19 era: Study of Islamic higher education in West Papua, Indonesia

Yudiawan

Sunarso

Suharmoko

et al. 2021

IJERE

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“…As Figure 4 shows, there were a number of studies that did focus on a specific discipline. For example, Sintema (2020) investigated potential effects of COVID‐19 on STEM education in Zambia, and Masterson (2020) researched the role of digital technologies in foreign language instruction in Ireland during the pandemic. Meeting the needs of both subject matter specific and more general curricular areas during ERE needs to be researched to inform scholars and teachers alike.…”

Section: Findings and Discussionmentioning

confidence: 99%

Learning with technology during emergencies: A systematic review of K‐12 education

Crompton

Burke

Jordan

et al. 2021

Brit J Educational Tech

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Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID‐19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K‐12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet‐based and non‐Internet based, with the majority using Internet‐based technologies. What is already known about this topic The COVID‐19 pandemic has caused school closures across the globe and prevented in‐person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K‐12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K‐12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K‐12 teachers, school leaders policymakers, and funders in the continuing COVID‐19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle‐income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.

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“…Gradually the profiling method with different sets of tools including those implying use of digital technology gained popularity and was applied in other human life spheres: aviation and banking [8][9][10]; human resource management [11; 12]; marketing [13]; education [14][15][16][17]; ethnic issues [18][19][20].…”

Section: Methodsmentioning

confidence: 99%

“…In education the profiling method is used to make digital profiles of the learning process participants. Digital profiles of the learning process participants facilitate solving the problem of insufficient analytical substantiation for taking pedagogical and management decisions [16]. For instance, in secondary education use of digital technology to gather and process information on the participants helps to build students' digital profiles which display data for tracing an individual development pathway of each student and for comparing their performance to the average figures of the class, group or an educational institution.…”

Section: Methodsmentioning

confidence: 99%

Approaches to Digital Profiling in the Financial Market

Ilina¹,

Piatina²

2020

КФ

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Creating a “digital profile” is one of the points of the Russian national program Digital Economy [1]. A single biometric profile creation system is becoming the infrastructure basis for the digital transformation of the entire economy [2]. The process of forming a digital society is associated with the total digitization of all forms and types of relationships. At the same time, it is necessary to take into account the features, threats and trends of this process.The purpose of this article was to study the essential features and application of digital profiling of the financial market, defining the applications of this method and methodological approaches by examining existing expertise in other areas, and industries.The article summarizes information about the use of digital profiling in various industries. Areas of the financial market for the application of profiling were identified. The general characteristics are formulated and the features of the development of a methodological approach to profiling in the financial market are revealed. The criteria and principles of forming a digital profile of a market participant, relationships and patterns for improving the models of identification of participants and the market profile as a whole are presented.

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An Exploration of the Potential Role of Digital Technologies for Promoting Learning in Foreign Language Classrooms: Lessons for a Pandemic

Cited by 37 publications

References 14 publications

Successful online learning factors in COVID-19 era: Study of Islamic higher education in West Papua, Indonesia

Successful online learning factors in COVID-19 era: Study of Islamic higher education in West Papua, Indonesia

Learning with technology during emergencies: A systematic review of K‐12 education

Approaches to Digital Profiling in the Financial Market

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