The Effectiveness of Digital Transformation of Learning on Students' Learning Experience, Students' Engagement and Perceived Intellectual Competence: A Mixed-Method Approach

Abstract

This paper studied the digital transformation of learning on perceived intellectual competence, students' engagement, and learning experience, 387 students in their first year of high school, were involved, besides eight teachers from different schools. Using a mixed research method; The students took part in a survey using the OLSES scale consisting of twenty-two items: learning in the online environment (10), time management (5), and technology use ( 7). The study also used the Learning Object Evaluation Scale for Teachers (LOES-T) and 5-point Likert scales to examine the teachers' views on students' engagement with web-based learning tools. On the other hand, the qualitative study involved an interview through the Interwise web conferencing tool. A descriptive analysis of the OLSES and LOES-T scale scores and notes from the interviews revealed three themes: (1) perception of students' academic experience, (2) perceptions on self-efficacy and self-regulation, and (3) perceptions on students' engagement. The students agreed that using the Internet in after-school learning activities makes them feel more knowledgeable and confident about applying their knowledge to solve problems within and outside the classroom, resulting in high academic success. The teachers also concluded that the digital learning environment improves students' engagement as they regularly interact with web-based learning tools and are motivated to share their knowledge.