Examining the Effectiveness of Digital Textbook use on Students’ Learning Outcomes in South Korea: A Meta-analysis

Jang, Deok-Ho; Yi, Pilnam; Shin, In-Soo

doi:10.1007/s40299-015-0232-7

Cited by 25 publications

(17 citation statements)

References 21 publications

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“…Theoretical background and hypothesis development Digital technologies play an increasingly significant role in fostering positive outcomes among students, and consequently, educational leaders and policymakers have consistently been promoting the use of digital technologies and gadgets among the student population (Gupta and Fisher, 2012;Kampylis et al, 2015;Lai and Hong, 2015;Jang et al, 2016). Institutions continuously review and re-engineer their organizational strategies to promote the utilization of new technologies and digital content.…”

Section: Digital Learning Orientationmentioning

confidence: 99%

Digital learning orientation and innovative behavior in the higher education sector: effects of organizational learning culture and readiness for change

Aboobaker

2021

IJEM

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PurposeIn the emergent context of the digital transformation of learning processes, this study aims to examine the influence of students' digital learning orientation on their innovative behavior, mediated through readiness for change. Furthermore, we investigate how organizational learning culture moderates the aforementioned mediated relationship. From an educational sector stakeholders' perspective, elaborations are made on how the constructs will aid in facilitating and nurturing the sustainable development of educational organizations.Design/methodology/approachThe respondents for this descriptive study were drawn from a student sample, who had taken up postgraduate courses in science and technology streams, in a prominent university in India. Self-reporting questionnaires were administered among the respondents, who were selected through random sampling. Measurement model analysis was done using IBM AMOS 21.0, and path analytic procedures using PROCESS 3.0 macro were used to test the proposed hypotheses.FindingsThe results revealed that digital learning orientation had a significant indirect effect on innovative work behavior, through readiness for change. Also, the conditional indirect effects of digital learning orientation on innovative work behavior, mediated through readiness for change, were influenced by organizational learning culture as the moderator, specifically when the levels of the moderator were low. At optimal levels of an organizational learning culture, digital learning orientation had a significant influence on innovative behavior, through higher readiness for change. However, beyond a certain threshold, organizational learning culture does not have a significant influence on predicting outcomes.Originality/valueThis study is pioneering in conceptualizing and testing a theoretical model linking digital learning orientation, organizational learning culture, readiness for change and innovative behavior. The study is relevant especially in the context of today's students being referred to as “digital natives,” and it, thus, becomes imperative to understand how the same can be translated into work outcomes. Educators are suggested to facilitate an organizational learning culture that is conducive to nurturing positive outcomes among digital native students. Efforts should be oriented toward undertaking teaching pedagogies that will include more of digital gadgets and technologies, enabling higher experiential learning.

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Section: Digital Learning Orientationmentioning

confidence: 99%

Digital learning orientation and innovative behavior in the higher education sector: effects of organizational learning culture and readiness for change

Aboobaker

2021

IJEM

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“…Visual and teaching aids can help with motor skills in this situation (Cade et al, 2018). In addition, utilising visualisation tools in teaching and learning can trigger student's motivation (Jang, Yi, and Shin, 2016) and learning outcomes (Hediansah & Surjono, 2019). Another limitation was highlighted: "….…”

Section: Challenge 5: Lack Of Emphasis On Spatial Visualisation Capabilities In Educationmentioning

confidence: 99%

Design and Technology in Malaysian Secondary Schools: A Perspective on Challenges

Ajit¹,

Lucas²,

Kanyan³

2022

MJSSH

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Design and Technology (D&T) is a relatively new curriculum in Malaysian secondary schools. The basic idea of a design-based curriculum is to facilitate deeper learning for learners to design and develop knowledge and application. However, knowing how design-based education is employed in schools is crucially essential. Therefore, this study aimed to obtain insights into the D&T curriculum implementation from students and teachers’ viewpoints. The study involved semi-structured interviews with four teachers and five secondary school students. Interviews were transcribed verbatim, while conclusions were drawn based on theme analysis. The findings indicated that students and teachers recognised the purpose and direction of the D&T curriculum. Nevertheless, challenges exist in various aspects, as the subject is still in the early implementation stages. Challenges such as teachers’ knowledge and skills, students’ lack of understanding in abstract topics and insufficient facilities, equipment, and resources offer opportunities for researchers to explore relevant approaches to assist teachers and students in teaching and learning. Previous studies demonstrated the effectiveness of technology-assisted interventions to ease and overcome problems involving cost and time constraints. Thus, suitable technology-assisted strategies should be developed and utilised to facilitate the students’ abstract details visualisation in technological application topics.

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“…A recent analysis found that 'the government's ambitious and speedy implementation plan has been criticized for its lack of systematic examination of its impact on classroom teaching and learning practice. It is still unclear how effective digital textbooks are in teaching which subjects in which grades and whether students' achievements, attitudes, and/or motivation are improved by digital textbook use (Jang 2016). As of 2018, implementation in the ROK continues to be delayed.…”

Section: Digital Content and Blended Learningmentioning

confidence: 99%

Textbook Policies in Asia:

2018

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The views expressed in this publication are those of the authors and do not necessarily reflect the views and policies of the Asian Development Bank (ADB) or its Board of Governors or the governments they represent. ADB does not guarantee the accuracy of the data included in this publication and accepts no responsibility for any consequence of their use. The mention of specific companies or products of manufacturers does not imply that they are endorsed or recommended by ADB in preference to others of a similar nature that are not mentioned. By making any designation of or reference to a particular territory or geographic area, or by using the term "country" in this document, ADB does not intend to make any judgments as to the legal or other status of any territory or area.

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Examining the Effectiveness of Digital Textbook use on Students’ Learning Outcomes in South Korea: A Meta-analysis

Cited by 25 publications

References 21 publications

Digital learning orientation and innovative behavior in the higher education sector: effects of organizational learning culture and readiness for change

Digital learning orientation and innovative behavior in the higher education sector: effects of organizational learning culture and readiness for change

Design and Technology in Malaysian Secondary Schools: A Perspective on Challenges

Textbook Policies in Asia:

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