Teachers’ use of digital learning tool for teaching in higher education

Abstract

Purpose The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation. Design/methodology/approach A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation. Findings The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings. Originality/value The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.

Technology-Enhanced Learning and Teaching Methodologies through Audiovisual Media

“…The modern approaches in teaching methodologies, based on the literature (theoretical and bibliographic) of recent decades [73][74][75] and in already published (new) researches and reviews in education [42,43,[76][77][78][79], as well as the field of media studies [40,[80][81][82][83], are:…”

“…In conclusion, sound is multidimensional and characterized by immediacy, simplicity, similarity in the forms of human communication, as well as easy management, processing, and transmission. All of this enables people in general and/or minority populations, vulnerable social groups, and special audiences (e.g., people with muscular disabilities or kinetic problems, impaired vision) who cannot read or have a different native language, to perceive, understand, and learn better through step-by-step written instructions, thus facilitating communication between people and communication in general [41,42].…”

Efektivitas Penggunaan Aplikasi Kahoot Sebagai Alat Evaluasi pada Mahasiswa

“…Selain itu, dosen harus dapat menciptakan sistem evaluasi yang memanfaatkan teknologi informasi karena dapat membangkitkan motivasi dan atensi peserta didik sehingga meningkatkan pemahaman mahasiswa terhadap materi pembelajaran. Hal tersebut juga dijelaskan oleh Mei et al, (2019) bahwa perubahan dalam praktik pendidikan dan pengembangan teknologi telah menyebabkan peningkatan penggunaan alat pembelajaran berbasis digital pada pendidikan tinggi. Menurut Guardia, et al, (2019) bahwa perlu adanya sistem evaluasi partisipatif yang dengan metode penilaian tingkat tinggi dan dapat menghasilan partisipasi siswa menjadi lebih besar sehingga siswa lebih berdaya dan dapat meningkatkan kualitas pendidikan.…”

“…(6) Membuat mahasiswa menjadi lebih aktif dan termotivasi. Hal ini sesuai yang dikemukakan oleh Mei et al, (2019) bahwa Kahoot adalah alat pengaktif siswa, sejalan menurut Barrio, et al, (2015) ;Licorish, et al, (2018); Wang & Lieberoth, (2016); Siegle, (2016), bahwa game edukatif meningkatkan motivasi siswa. (7) Kahoot meningkatkan rasa ingin tahu siswa melalui fitur gamification yang muncul (musik yang menegangkan dan tampilan warna) dan fitur-fitur yang menimbulkan keingintahuan kognitif melalui proses pemecahan masalah dan umpan balik pada waktu yang singkat, oleh karena itu aplikasi kahoot menjadi pilihan pada penelitian ini untuk melihat pengaruhnya terhadap motivasi dan atensi.…”

“…Hal ini sesuai dengan yang dikatakan oleh Licorish et al, (2018), yang menyatakan melalui umpan balik, siswa dapat mengetahui bagaimana ide dan proses mereka dalam menyelesaikan permasalahan, kemudian siswa dapat menggunakan hasil umpan balik tersebut untuk memikirkan apakah strategi yang mereka gunakan berhasil atau tidak berhasil. Melalui aplikasi kahoot membuat mahasiswa menjadi lebih aktif dan menarik minat siswa, sesuai yang dikemukakan oleh Mei et al (2019) bahwa kahoot adalah alat pengaktif siswa, sejalan menurut Barrio et al, (2015); Licorish et al, (2018); Wang & Lieberoth (2016); Siegle (2016), yang menyatakan bahwa game edukatif meningkatkan minat siswa.…”