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Proceedings Article

Investigation into Undergraduate International Students' Use of Digital Technology and Their Application in Formal and Informal Settings.

25 Oct 2015-

TL;DR: The results suggest that higher education should evaluate its use of digital technology and digital learning environments to determine if they are fully supporting their learners’ needs and are effective.

AbstractDigital technologies are being increasingly used in wider society including in educational settings. There are many examples that illustrate how universities embed technology enhanced learning within their educational provision. However there has been less research and evaluation of how these and other readily available technology based resources are being used in practice by students. This study aims to provide an in depth understanding of how a specific subset of higher education students, international STEM undergraduates in a large UK university are using digital technologies to support their studies. The results of a survey with a small group of students are reported. Initial findings show that students use technology in both formal and informal settings drawing on university resources but also other widely available resources. They are also routinely using more than one device to support their studies. Although they often use technology to support collaborative learning, more formal systems such as university provided discussion forums are not widely used. The results suggest that higher education should evaluate its use of digital technology and digital learning environments to determine if they are fully supporting their learners’ needs and are effective. Furthermore higher education should consider how students are already using other widely available digital technology resources to support their learning and what they can learn from this to inform their own programme design and delivery.

Topics: Digital learning (67%), Technology education (65%), Educational technology (63%), Collaborative learning (61%), Higher education (57%)

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Citations
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01 Jan 2007
Abstract: For most of us, discussion about learning is inextricably related to formal education systems. However, any interest in the role of ICTs in children’s learning forces the recognition that many children are immersed in ICT-related activities in their homes and with their friends. This recognition requires us to acknowledge a wider ecology of education where schools,homes, playtime, the library and the museum all play their part. This review focuses specifically on children's informal learning with technologies outside school. This review, then, will begin by discussing the key theoretical approaches to learning that have emerged through studies of learning in alternative settings and with ICTs and then go on to map out the landscape of children and young people's access to and use of digital technologies outside school. The review will then draw out key characteristics of children's informal learning with digital technologies through case study examples before, in the final section, offering a synthesis of the theoretical and policy implications of such studies.

79 citations


01 Jan 2017

12 citations


Cites background from "Investigation into Undergraduate In..."

  • ...…Chinese students must make to acculturate themselves into the new culture, one type of adaptation that has received less attention in the research is the transition from the types of technology available in China to the new technologies in America (Strachan & Aljabali, 2015; Yan & Berliner, 2011)....

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06 Nov 2019
Abstract: The present work had as objective the creation of an electronic didactic sequence with adaptive tests in a teaching platform with contents of Ecology and the verification of its effectiveness to help promote the significant learning. The study population was represented by 23 students of the 6th grade of Elementary School - final series of a Municipal School, Brazil. For the development of the electronic didactic sequence in the platform, it was necessary to create a study material and adaptive tests for each content and the ordering of the contents in the logical sequence of presentation. From the results of the adaptive tests we can see that the majority of the students lived up to expectations, having to perform the tests only once, showing that they were able to apprehend the content well and showing that the integration of digital technologies into teaching can contribute to a more meaningful learning, and manifest in them a predisposition to learn.

4 citations


10 Jun 2020
Abstract: L'usage des technologies digitales en support a la transformation digitale permet aux organisations d'ameliorer leurs performances strategique et operationnelle, mais recele egalement des risques de securite, de surdimensionnement ou de perte de controle entre autres. Si le management de ces risques est essentiel pour favoriser le succes de la transformation digitale d'une entreprise, aucune recherche ne propose un cadre integrateur permettant de les gerer. Cette etude apporte une reponse preliminaire a ce gap en proposant une caracterisation des risques d'usage des technologies digitales, qui constitue une etape fondamentale pour concevoir un modele de management de ces risques. Dans ce sens, nous nous sommes appuyes sur une revue de litterature approfondie et une etude empirique menee suivant une approche Delphi aupres de cinq experts en transformation digitale. Nos resultats permettent de caracteriser les risques selon leurs natures en trois classes globales, mais aussi d'identifier les risques particuliers lies a l'usage de chaque technologie digitale dans le spectre des technologies SMAC et DARQ. Les implications theoriques et pratiques ainsi qu'un agenda de recherche sont discutes en conclusion de ce papier.

4 citations


Cites background from "Investigation into Undergraduate In..."

  • ...Pour définir nos mots clés nous nous sommes inspirés de la définition des technologies digitales de Strachan & Aljabali (2015) présentée dans le paragraphe précédent ainsi que de celle du terme risque....

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  • ...La transformation digitale est ainsi soutenue par les technologies digitales (Stolterman et Fors, 2004) qui englobent l’ensemble des systèmes, outils, appareils et ressources électroniques permettant de générer, stocker et traiter les données (Strachan & Aljabali, 2015)....

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01 Jan 2019
Abstract: This paper investigates the effects of learner training for CALL general use tools on students whose digital literacy is lower than that assumed by the New Zealand university system they are prepar ...

1 citations


References
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Journal ArticleDOI
TL;DR: The findings show that students use a limited range of mainly established technologies, and the study did not find evidence to support popular claims that young people adopt radically different learning styles.
Abstract: This study investigated the extent and nature of university students' use of digital technologies for learning and socialising. The findings show that students use a limited range of mainly established technologies. Use of collaborative knowledge creation tools, virtual worlds, and social networking sites was low. 'Digital natives' and students of a technical discipline (Engineering) used more technology tools when compared to 'digital immigrants' and students of a non-technical discipline (Social Work). This relationship may be mediated by the finding that Engineering courses required more intensive and extensive access to technology than Social Work courses. However, the use of technology between these groups is only quantitatively rather than qualitatively different. The study did not find evidence to support popular claims that young people adopt radically different learning styles. Their attitudes to learning appear to be influenced by lecturers' teaching approaches. Students appear to conform to traditional pedagogies, albeit with minor uses of tools delivering content. The outcomes suggest that although the calls for transformations in education may be legitimate it would be misleading to ground the arguments for such change in students' shifting patterns of learning and technology use.

869 citations


"Investigation into Undergraduate In..." refers background or methods in this paper

  • ...…studies in this area and the integration between formal and informal learning, (Gurung & Rutledge, 2014; Lai et al., 2013; Looi et al;, 2010; Margaryan et al., 2011; Osborne & Dillon, 2007; Sefton-Green, 2004), the authors have drawn up a framework which outlines the main critical success…...

    [...]

  • ...Drawing on previous studies in this area and the integration between formal and informal learning, (Gurung & Rutledge, 2014; Lai et al., 2013; Looi et al;, 2010; Margaryan et al., 2011; Osborne & Dillon, 2007; Sefton-Green, 2004), the authors have drawn up a framework which outlines the main critical success factors for technology enhanced learning and the key activities that underpin formal and informal learning (see Figure 1)....

    [...]


Journal ArticleDOI
TL;DR: This research focuses on designing interactive online learning environments, and students’ scientific knowledge building through collaborative inquiry in computermediated communication, virtual learning environment, mobile learning and community of learners.
Abstract: Chee-Kit Looi is Head of the Learning Sciences Lab of the National Institute of Education (LSL, NIE), Nanyang Technological University (NTU). He has over two decades of experience with educational technology research in research institutes and universities. He is an editorial member of the International Journal on AI & Education and the International Journal on CSCL. Peter Seow is a senior software engineer with the LSL, NIE. He has over 10 years of industrial experience in leading projects, consulting and systems development. Zhang BaoHui is an assistant professor in the Learning Sciences and Technologies Academic Group (LSTAG) and LSL, NIE, Nanyang Technological University (NTU). His current research foci are designing and assessing interactive environments when using computerbased modelling or mobile technologies for inquiry-based science learning. So Hyo-Jeong is an assistant professor in the LSTAG and LSL, NIE, NTU. Her research focuses on designing interactive online learning environments, and students’ scientific knowledge building through collaborative inquiry. Wenli Chen is an assistant professor in the LSTAG and LSL, NIE, NTU. Her research interests and expertise are computermediated communication, virtual learning environment, mobile learning and community of learners. Lung-Hsiang Wong is an assistant professor in the LSTAG and LSL, NIE, NTU. His research interests are information and communication technology-enhanced Chinese language learning, teachers’ professional development, agent technology for learning and mobile learning. Address for correspondence: LSL, NIE, NTU, 1 Nanyang Walk Singapore 637616. Email: cheekit.looi@nie.edu.sg

433 citations


"Investigation into Undergraduate In..." refers background in this paper

  • ...The concept of seamless learning is useful as it encompasses the transitions between different learning situations and contexts (Looi et al., 2010)....

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  • ...ISBN: 978-989-8533-43-2 © 2015 The concept of seamless learning is useful as it encompasses the transitions between different learning situations and contexts (Looi et al., 2010)....

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Journal ArticleDOI
01 Mar 2009
TL;DR: The argument put forward in this paper is to use what the authors know about what it takes to learn, and build this into a pedagogical framework with which to challenge digital technologies to deliver a genuinely enhanced learning experience.
Abstract: Collaborative technologies offer a range of new ways of supporting learning by enabling learners to share and exchange both ideas and their own digital products. This paper considers how best to exploit these opportunities from the perspective of learners’ needs. New technologies invariably excite a creative explosion of new ideas for ways of doing teaching and learning, although the technologies themselves are rarely designed with teaching and learning in mind. To get the best from them for education we need to start with the requirements of education, in terms of both learners’ and teachers’ needs. The argument put forward in this paper is to use what we know about what it takes to learn, and build this into a pedagogical framework with which to challenge digital technologies to deliver a genuinely enhanced learning experience.

334 citations


"Investigation into Undergraduate In..." refers background in this paper

  • ...There is a growing recognition that a semiotic relationship exists between formal and informal learning and that a student’s informal learning can be triggered by their work done in the formal education setting (Gurung & Rutledge, 2014; Laurillard, 2009; O’Mahony, 2010)....

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01 Mar 2004
Abstract: When we think about learning, we often tend to think about schools, universities, colleges. If we go a little further and think about learning outside school, we might begin to consider museums, galleries and science centres. What we often tend to overlook, however, is the sort of learning that goes on as part of our normal day-to-day activities when we don't even think we are learning. Today, however, anyone who has an interest in how children learn with digital technologies needs to look beyond institutional contexts to consider the implications of children's use of computers, mobile phones, digital television and so on as part of their informal day-to-day lives. How are children learning when playing computer games? What are they learning when they create animations or websites on a computer at home? Why are they interested and engaged in using these technologies outside school? What can we learn from these activities that can help us in designing our approaches to formal education?

242 citations


Journal ArticleDOI
TL;DR: The Mobile-Blended Collaborative Learning model is proposed as a framework to bridge the gap between formal and informal learning and blend them together to form a portable, flexible, collaborative and creative learning environment.
Abstract: In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to bridge the gap between formal and informal learning and blend them together to form a portable, flexible, collaborative and creative learning environment. Using this model, three categories of mobile application tools, namely tools for collaboration, tools for coordination and tools for communication, have been identified as pertinent in blending formal and informal learning, and they can be connected seamlessly to provide an effective learning mechanism to support the learning process.

150 citations


"Investigation into Undergraduate In..." refers background or methods in this paper

  • ...Drawing on previous studies in this area and the integration between formal and informal learning, (Gurung & Rutledge, 2014; Lai et al., 2013; Looi et al;, 2010; Margaryan et al., 2011; Osborne & Dillon, 2007; Sefton-Green, 2004), the authors have drawn up a framework which outlines the main…...

    [...]

  • ...Drawing on previous studies in this area and the integration between formal and informal learning, (Gurung & Rutledge, 2014; Lai et al., 2013; Looi et al;, 2010; Margaryan et al., 2011; Osborne & Dillon, 2007; Sefton-Green, 2004), the authors have drawn up a framework which outlines the main critical success factors for technology enhanced learning and the key activities that underpin formal and informal learning (see Figure 1)....

    [...]

  • ...Formal learning sometimes also called university learning refers to learning that takes place in formal settings such as university or tertiary institutions and is highly structured in its curriculum learning activities and assessment and usually leads to a qualification (Lai et al., 2013)....

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  • ...It is more difficult to define informal learning, which some regard as all learning outside the classroom, while others regard it as “a self-directed, intentional interest (rather than curriculum-based), non-assessment-driven and non-qualification-oriented endeavour” (Lai et al, 2013)....

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