Digital Learning Methodologies and Tools – A Literature Review

Sousa, Maria José; Cruz, Rui; Martins, Jorge Miguel

doi:10.21125/edulearn.2017.2158

Cited by 28 publications

(22 citation statements)

References 16 publications

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“…Digital instruments have contributed to the increasing development and distribution of information as strategies that provide tools. The Internet allowed new forms of computer-based learning, with virtual classrooms [8], a scenario guided by technology convergence that brought about revolutionary elements of learning, as it was characterized by the availability of texts, audio, and video on the same communication channel [1], allowing geographical, temporal and above all, communication barriers to be transposed. In a pandemic global situation, people are digitally linked in a knowledge-based society [9], living an educational scenario where digital education is nuclear to all levels of formal education.…”

Section: Distance Learning In a Pandemic Contextmentioning

confidence: 99%

Distance Learning Perceptions from Higher Education Students—The Case of Portugal

2020

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This research study examines the attitudes of Portuguese higher education students regarding compulsory digital and distance learning university courses during the second semester of the academic year 2019–2020 during the COVID-19 pandemic. The methodology was quantitative, being the undergraduate and postgraduate students surveyed to find their perceptions about distance and online education in Portugal. The findings of the study highlighted the relationship between distance and online learning. The key concern of the respondents is related to the formal and contextual dimensions of the online class regime. The values examined, taken as a whole, allow us to conclude that with this teaching regime, in terms of awareness, there is acceptance and benefit. The sense of ambiguity in which this transformation took place, as well as the climate surrounding this phase, are worth noting. The teaching and evaluation methodologies used have been embraced and show a very wide range of choices on the part of the teaching teams and the students’ various interests, just as in the teaching regime of the classroom. The fact that students feel the need for face-to-face classes, however, is of great importance for practical and laboratory classes. This reality, which is a challenge to face in the future, is hard to overcome.

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Section: Distance Learning In a Pandemic Contextmentioning

confidence: 99%

Distance Learning Perceptions from Higher Education Students—The Case of Portugal

2020

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“…The publications emphasize that technologies open the didactic prospect of enriching the content of training, mastering the ways of solving problems, using digital research methods in the formation of knowledge [13]. The development of online collaborative learning theory (OCL), scientists propose using a constructivist approach and using a number of methodologies that are more precisely defined as teaching methodsexpositive, demonstrative, interactive, and practical [14].…”

Section: Discussionmentioning

confidence: 99%

Innovative potential of "digital methodology" in the training of personnel of nuclear industry enterprises

et al. 2020

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The article considers the first stage of designing diversification of professional retraining programs for employees of the nuclear industry in the conditions of digital transformation of the industry. The article justifies the new digital approaches to personnel training. At the project development stage, the general methodological foundations of digital disciplines in knowledge production were established in the form of a "digital methodology," the core of which is the knowledge paradigm of technoscience. The potential of "digital methodology" leads to the development of the mental, social, organizational resources of workers. The worldview platform of the project made it possible to formulate guidelines for the formation of competencies in the diversification of the professional retraining program: the development of critical and analytical thinking, technological literacy, personal growth, communicative initiative, and social responsibility. The authors note that the recognition of the methodological reflection of digital technologies is presented in the publications of researchers in various scientific fields, while the practice of foreign research is more advanced in the development of a quantitative assessment of qualitative indicators, and the domestic tradition is focused on the cognitive aspect of digitalization. But the convergence of approaches is manifested in the diversity of digital learning practices.

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“…Follow the deadlines to complete the task assigned at the right time since virtual learning is time-bounded. The inclusion of project-based learning, problem-based learning, and task-based learning [14][15][16] makes the learning more engaged. The continuous and routine feedback keeps the student highly motivated and committed.…”

Section: Provide Routine Feedbackmentioning

confidence: 99%

Peer Interaction Teaching-Learning Approaches for Effective Engagement of Students in Virtual Classroom

Rajalingam

Kanagamalliga

Karuppiah³

et al. 2021

JEET

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The virtual classroom teaching-learning, online meetings, and discussions are becoming most popular throughout the world due to the COVID-19 pandemic event. There is a need to enhance the engagement and thinking ability of the students during a virtual classroom using suitable tools. This study explores the perspective of engineering students and staff members towards virtual classroom teaching-learning in India and Ghana-West Africa. This study also proposes teaching-learning approaches to motivate students for effective engagement and thinking. As an outcome, problem-solving skills and necessary graduate attributes of the students will be developed and accomplished. The participants involved in the survey include 194 students and staff members from engineering colleges and universities in India and Ghana-West Africa. The questionnaire-based research method is used to collect the perspective of students and staff. The disciplines in engineering such as Electrical and Electronics Engineering, Mechanical Engineering, Civil Engineering, and Computer Engineering are considered for analysis. The survey gives the challenges and benefits of virtual learning faced by the students and staff members. It also gives the expectation of the students and staff doing a virtual meeting. The research findings show that peer interaction teaching-learning methodologies such as brainstorming, role plays, group discussion, case studies, animated videos, games, and activities are best suitable in a virtual classroom to overcome the challenges addressed by the students and staff members. Based on the analysis of the survey, ICTbased tools, and applications for incorporating interactive teaching-learning methodologies have been listed with strategies and approaches to motivate and engage the students effectively in a virtual classroom environment.

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Digital Learning Methodologies and Tools – A Literature Review

Cited by 28 publications

References 16 publications

Distance Learning Perceptions from Higher Education Students—The Case of Portugal

Distance Learning Perceptions from Higher Education Students—The Case of Portugal

Innovative potential of "digital methodology" in the training of personnel of nuclear industry enterprises

Peer Interaction Teaching-Learning Approaches for Effective Engagement of Students in Virtual Classroom

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