Particularities of students’ perceptions of the digitalization  of education: comprehending the experience of online learning  in a pandemic environment

Frolova, Elena V.; Rogach, Olga V.

doi:10.32744/pse.2021.3.3

Cited by 13 publications

(9 citation statements)

References 13 publications

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“…Virtual learning has several advantages from a students' perspective. Among the advantages are (1) saving on accommodation costs to campus; (2) can be done anywhere; (3) no need to pay boarding house uses around campus and various other advantages (Frolova & Rogach, 2021;Jamal, 2020). However, even though it has advantages, the Adrias / The Ability and Readiness of Prospective Elementary School Teachers in Facing Digital-Based Learning Era results of interviews with students show that the majority of students or 53.86% of students think that lectures will be more effective if they are held offline.…”

Section: Discussionmentioning

confidence: 99%

The Ability and Readiness of Prospective Elementary School Teachers in Facing Digital-Based Learning Era

Adrias,

Fitria,

Ladiva

et al. 2023

International j.of Elementary Education

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The Covid 19 pandemic in Indonesia has disrupted the learning process in educational institutions. The impact of this disruption is acceleration in the integration of digital systems in learning, then it creates some problems in network-based learning such as internet connection problems, student participation, and the adaptability of lecturers and students. After the pandemic, network-based or digital learning has become a demand for lecturers and students. This study aimed to analyzed student’s abilities and readiness to participate in digital-based learning after the Covid-19 pandemic. The method of this research is a descriptive research method with data collection techniques in the form of questionnaires and written interviews through online meetings. The sample of this research was 414 students of Elementary School Teacher Education Study Program. The data analysis technique of this research is data reduction, data display and verification. The results of this study indicate that students use Information Technology devices in network-based learning at the capable level, and students’ readiness for digital-based learning after the Covid-19 pandemic is at the ready level. The intensity of students accessing digital teaching materials is very high, but only 5.56% of students have very complete teaching material documents. Student readiness in the aspect of participation in virtual meetings is at the ready level. As many as 53.86% of students consider lectures to be more effective face-to-face (offline). Internet connection quality is an obstacle for students in participating digital-based learning.

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Section: Discussionmentioning

confidence: 99%

The Ability and Readiness of Prospective Elementary School Teachers in Facing Digital-Based Learning Era

Adrias,

Fitria,

Ladiva

et al. 2023

International j.of Elementary Education

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“…Students who have a good perception will generally optimize the independent learning process which can improve their learning outcomes. In addition, perceptions can affect student interest in making a choice and academic achievement (Frolova & Rogach, 2021;Shaharanee et al, 2016).…”

Section: Effectiveness Of Google Classroom and Google Meet In Online ...mentioning

confidence: 99%

Google Meet and Google Classroom on Learning History: Review from Students Perspective

Marian

Umasih

Sarkadi

2023

JERE

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Changes in the learning process require teachers to be more creative and innovative in delivering learning. The effectiveness of online learning needs to be considered, by utilizing various platforms, including using Google Classroom and Google Meet in history learning. This study aims to analyze the students' perspectives are related to the effectiveness of the platforms used during distance learning. The method used in this research is descriptive with a quantitative approach. Respondents in this study were 39 active students, eleventh grade. Data was collected using an online questionnaire via Google Form. The results of this study indicate that as many as 81.3% of students stated that they were motivated to take part in learning because it did not require a lot of quota, and the features used on the platform were very easy to operate and very attractive. Meanwhile, 18.7% of respondents stated that they were not interested in the platforms used in online learning and needed an alternative platform. From this it appears that in general these two platforms are one of the right choices to use, which is not only appropriate for the suitability of the material, or with the characteristics of students, but also the right platform because it does not require too much of a large quota load but is sufficient in online usage that does not burdensome students.

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“…The global wave of cutting-edge technology growth imposes new requirements for teacher education. To be more specific, pre-service teachers have to possess digital competencies, be digitally literate, and have innovative thinking skills in order to meet the demands of the global labor market (Frolova & Rogach, 2021). The education system thus tends to integrate advanced technologies that improve the quality of education, are accessible, and facilitate the acquisition of the 21st-century competencies (Morris & Rohs, 2023).…”

Section: Introductionmentioning

confidence: 99%

Digital Transformation of Higher Education in China: Ways to Improve Academic Performance/Digitalna transformacija visokoga obrazovanja u Kini: načini poboljšanja akademskoga postignuća

Liu

2024

Croatian Journal of Education

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The globalization of the economy creates the need for tech-savvy specialists, thereby stimulating the digital transformation of the education industry. This study aims to determine whether the integration of virtual reality and flipped classroom is able to increase academic performance of individuals enrolled in the course “Strategic management for the sustainable development of national and international tourism”. The study took place in the 2021/22 academic year in the department of tourism management at Zhejiang University, China. The study population consisted of 407 third-year students (54 % male and 46 % female); the mean age of the respondents was 20.81±0.94. Students in the Virtual Reality (VR) group showed 7.84 % better performance that those in the Flipped Classroom (FC) group. The percentage of difference between the VR and traditional groups was 13.01 %. Students in the FC group showed 4.79 % better performance than students in the traditional group (p 0.05). According to the respondents, the major benefits of innovative learning over traditional education methods are the support of personalized learning, flexibility, visual and auditory memory development, complete immersion into the learning process, and accessibility of learning materials. On the other hand, users reported getting addicted to the virtual world, spending a lot of money on the necessary software and hardware, experiencing reduction in interpersonal communication, and having problems with content creation. The present findings can be useful to teachers who seek to integrate innovative technologies into the learning process. Future research will focus on investigating the impact of other innovative technologies by integrating them into an online course “Analysis of the economic activity of tourist enterprises”.Key words: academic performance; flipped classroom; higher education; immersion; traditional education; virtual reality.---SažetakGlobalizacija ekonomije stvara potrebu za stručnjacima visokoga tehnološkog znanja, što stimulira digitalnu transformaciju obrazovne industrije. Cilj ove studije jest utvrditi može li integracija virtualne stvarnosti i obrnute učionice povećati akademski učinak osoba upisanih na kolegij Strateški menadžment za održivi razvoj nacionalnoga i međunarodnoga turizma. Istraživanje je provedeno u akademskoj godini 2021./22. na Odsjeku za menadžment u turizmu na Zhejiang International Studies University, Kina. Istraživačku populaciju činilo je 407 studenata treće godine (54 % muškaraca i 46 % žena); prosječna dob ispitanika bila je 20,81 ± 0,94 godine. Studenti u grupi virtualne stvarnosti (VR) pokazali su 7,84 % bolje rezultate od onih u grupi obrnute učionice (FC). Postotna razlika između VR i tradicionalnih grupa iznosila je 13,01 %. Studenti u grupi FC pokazali su 4,79 % bolje rezultate od studenata u tradicionalnoj grupi (p 0,05). Prema mišljenju ispitanika, glavne su prednosti inovativnoga učenja u odnosu na tradicionalne obrazovne metode podrška personaliziranom učenju, fleksibilnost, razvoj vizualnoga i auditivnoga pamćenja, potpuna uronjenost u proces učenja i dostupnost obrazovnih materijala. S druge strane, korisnici su izjavili da postaju ovisni o virtualnom svijetu, troše velike količine novca na potreban softver i hardver, suočavaju se sa smanjenom međuljudskom komunikacijom i imaju problema sa stvaranjem sadržaja. Ovi nalazi mogu biti korisni nastavnicima koji žele integrirati inovativne tehnologije u proces učenja. Buduća istraživanja bit će usmjerena na ispitivanje utjecaja drugih inovativnih tehnologija njihovom integracijom u online predmet Analiza gospodarske djelatnosti turističkih poduzeća.Ključne riječi: akademsko postignuće; obrnuta učionica; tradicionalno obrazovanje; uronjenost; virtualna stvarnost; visoko obrazovanje.

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Particularities of students’ perceptions of the digitalization of education: comprehending the experience of online learning in a pandemic environment

Cited by 13 publications

References 13 publications

The Ability and Readiness of Prospective Elementary School Teachers in Facing Digital-Based Learning Era

The Ability and Readiness of Prospective Elementary School Teachers in Facing Digital-Based Learning Era

Google Meet and Google Classroom on Learning History: Review from Students Perspective

Digital Transformation of Higher Education in China: Ways to Improve Academic Performance/Digitalna transformacija visokoga obrazovanja u Kini: načini poboljšanja akademskoga postignuća

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