Effects of a Virtual Learning Environment on Librarians’ Information Literacy and Digital Literacy Competences

Novo, Ana; Bastos, Glória; Vasconcelos, Ana Isabel

doi:10.1007/978-3-319-52162-6_64

Cited by 5 publications

(5 citation statements)

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“…Synchronous virtual classroom systems enable a high degree of interactivity for distance education programs (Schullo et al, 2007). Online classes can help students develop digital literacy (Novo et al, 2016) and scientific literacy skills (Corbit et al, 2005;Risniawati et al, 2020)the Cornell Theory Center (CTC).…”

Section: Discussionmentioning

confidence: 99%

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TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

2023

pegegog

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Active learning is centered on students and encourages them to participate in various classroom activities, with the teacher as a facilitator. Students are expected to develop multiple 21st-century skills through an active learning process, including digital and scientific literacies. Numerous studies demonstrate that students lack digital and scientific literacy, necessitating the empowerment and improvement of both skills through active learning based on TPACK (Technological, Pedagogical, and Content Knowledge) (Tütüniş et al, 2022). The objective of this study was to investigate the effect of TPACK-based active learning on students' digital literacy and scientific literacy in Genetics. PBL (Problem-based Learning), RQA (Reading, Questioning, and Answering), and a mix of PBL and RQA are all examples of active learning approaches. TPACK-based active learning was used in the Genetics course because students perceive genetics as challenging. A pretest-posttest three-treatment design was adopted, with each learning model being applied to a group of students. This study uses parametric inferential statistical methods, using ANCOVA. Data on students' digital literacy and scientific literacy were obtained using pretest and post-tests. The results indicated no statistically significant difference between the three learning models. The students' digital literacy and scientific literacy both experienced an increase due to implementing the three learning models. The implications of this research are the three active learning models based on TPACK can promote students' digital and scientific literacies. Other educators can adopt the experience of teaching Genetics with PBL, RQA, and PBL-RQA to promote digital literacy and scientific literacy.

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Section: Discussionmentioning

confidence: 99%

“…Technological, Pedagogical, and Content Knowledge (TPACK) provide educators with the foundation necessary to integrate technology effectively into the learning process (Joy, 2015;Rosenberg & Koehler, 2015;Novo et al, 2016). TPACK is a framework that encompasses three distinct components: content knowledge, pedagogy, and technology.…”

Section: Introductionmentioning

confidence: 99%

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

2023

pegegog

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“…In terms of teaching, technology complements pedagogy and content that is applied together, known as technological, pedagogical, and content knowledge (TPACK model) (Atun & Usta, 2019;Irdalisa et al, 2020). The TPACK model is a framework that brings together content knowledge, pedagogy, and technology to make classroom learning more effective (Brown & Neal, 2011;Joy, 2015;Koehler et al, 2013;Novo et al, 2016;Rosenberg & Koehler, 2015;Tanak, 2018).…”

Section: / 14mentioning

confidence: 99%

Enhancing creativity in genetics using three teaching strategies-based TPACK model

Angraini

Zubaidah

Susanto

et al. 2022

EURASIA J Math Sci Tech Ed

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Several studies show that the creativity of science students in Indonesia is still low and needs to be empowered and improved. One of the subjects considered difficult by students is genetics because it is abstract and complex. Therefore, educators try technological, pedagogical, and content knowledge (TPACK) model with different strategies. This study aims to analyze and describe the effect of active learning based on the TPACK model with three teaching strategies, namely problem-based learning (PBL), reading, questioning, and answering (RQA), and PBL-RQA, on student creativity in the genetics course at three classes. The research design used was a pre-test-post-test three treatment design. Several teaching strategies used in active learning based on the TPACK model in the genetics course are PBL, RQA, and a combination of PBL-RQA. The research was conducted for one semester. Data was collected through pre- and post-test in the form of description questions distributed through Google Forms. The results showed that the three active learning classes based on the TPACK model have the potential to increase student creativity. The three classes did not differ significantly in increasing student creativity. The three classes have their respective advantages, so educators can choose between the three strategies used by considering the characteristics of students. The three TPACK-based active learning can be used as recommendations in designing the learning process. Educators can also choose the three TPACK-based active learning to empower and increase student creativity.

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“…They concluded that students enjoyed creating their stories and learned many 21st-century skills. Besides, Novo et al (2016) analyzed students' perceptions in relation to their digital literacy in a virtual environment. Results indicated that students significantly improved their digital literacy in virtual environments.…”

Section: Hybrid Learning Virtual Learning and Digital Literacymentioning

confidence: 99%

Hybrid Learning or Virtual Learning? Effects on Students' Essay Writing and Digital Literacy

Alsowat

2022

jltr

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This study compared the effect of a hybrid learning model and a virtual learning model on Saudi secondary school students' essay writing and digital literacy skills. The study employed the quantitative quasi-experimental design. The sample comprised 56 Saudi secondary school students divided into two experimental groups: hybrid learning group (n=29) and virtual learning group (n=27). A hybrid model learning and a virtual learning model were designed for the study purposes. Data sources included a pretest and posttest for essay writing and a questionnaire for assessing pre and post-digital literacy skills. Results indicated statistically significant differences in favor of the students in the hybrid learning model with large effect sizes in all essay writing domains. In addition, the hybrid learning model positively improved the students' digital literacy skills compared to the virtual learning model. The findings were discussed, and implications and further research were recommended.

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Effects of a Virtual Learning Environment on Librarians’ Information Literacy and Digital Literacy Competences

Cited by 5 publications

References 5 publications

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

Enhancing creativity in genetics using three teaching strategies-based TPACK model

Hybrid Learning or Virtual Learning? Effects on Students' Essay Writing and Digital Literacy

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