Digital Learning Ecosystem: Current State, Prospects, and Hurdles

Belessova, Damira; Ibashova, Almira; Босова, Л. Л.; Шаймерденова, Гулдана

doi:10.1515/edu-2022-0179

Cited by 5 publications

(1 citation statement)

References 18 publications

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“…One of these was Snezhana's (2022) proposal that lecturers should acquire expertise in virtual facilitation to "keep the sessions balanced for diverse learners." Similarly, Belessova et al (2023) defended the idea of the suitability of information technologies in "psychological and pedagogical training," suggesting the development of a "digital ecosystem" in the current era. While, Subedi et al (2020, in Pereira et al, 2023 reiterated that digital technologies are becoming common to maximize work and production efficacy.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceived Learning Acquisition of the Enhanced Course for Digital Communication

RONQUILLO,

Thaisurya

2024

IJODeL

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The inevitable rapid transformation of technology has instantly defined the way of life people have today, particularly in the education sector, where academic experts are compelling to realign the curriculum and instructions with the existing technological trends. The study of the enhanced course for Digital Communication is presented in this undertaking to address the digital technology learning needs of Liberal Arts students in the new normal phenomena. Specifically, it examines the influence of students' perceived prior digital technology knowledge on their perceived cognitive learning and explores the differences in students' perceived learning acquisition. Data were generated from one hundred fifty-two (152) first-year Liberal Arts students of Rajamangala University of Technology Rattanakosin. Cronbach's Alpha coefficient confirmed the high internal consistency of the personalized and partly adopted questionnaire. The finding reveals that students' perceived prior digital technology knowledge has significantly influenced their perceived cognitive learning acquisition. The diminished data variability strengthens the evidence that students' performance has dramatically improved in hybrid and blended learning. Correspondingly, the three groups of respondents highly favored affective learning acquisition over cognitive and psychomotor. It conveys that learners profoundly engage with others using digital technologies as they grasp the meaning of the subject matter. This paper, therefore, substantiates that the enhanced course for Digital Communication was designed ergonomically for effective learning.

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Section: Introductionmentioning

confidence: 99%

Students’ Perceived Learning Acquisition of the Enhanced Course for Digital Communication

RONQUILLO,

Thaisurya

2024

IJODeL

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Artificial Intelligence and Digital Ecosystems in Education: A Review

Rojas,

Chiappe

2024

Tech Know Learn

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Digital ecosystems are a set of interconnected elements that enable an integrated and seamless digital experience. In education, the use of Artificial Intelligence (AI) has great potential to improve teaching and learning. However, for the expectations placed on the educational use of AI to be met, it is necessary to develop adequate digital ecosystems that allow its effective implementation. Therefore, it is of great importance to deepen the understanding of these ecosystems and their key elements for such implementation. For this purpose, a systematic review of the literature on this subject was conducted, which included the analysis of 76 articles published in peer-reviewed journals. The main results of the review highlight the current focus of research in that matter, which relates digital ecosystems and artificial intelligence around the personalization of learning. Also, some aspects related to this relationship are analyzed from four categories: networks, applications, services, and users.

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