scholarly journals Higher education students’ experiences of digital learning and (dis)empowerment

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Cristina Costa ◽  
Mark Murphy ◽  
Ana Lucia Pereira ◽  
Yvette Taylor
Keyword(s):  
Higher Education ◽  
Participatory Culture ◽  
Digital Learning ◽  
Critical Education ◽  
Education Students ◽  
Academic Field ◽  
Meaningful Participation ◽  
Learning Practices ◽  
Learner Agency ◽  
The Stability

This paper focuses on learning practices in higher education in relation to a digital participatory culture. Using key principles of critical education, the research set out to explore higher education students’ sense of agency online – or lack of it –as part of their formal learning practices. The research found that although students were proficient Web users, they did not exercise their learner agency beyond what they assumed to be expected of them, thus evidencing the stability of their learning habitus in relation to the learning conventions associated with the academic field. Perhaps more surprisingly, however, is students’ perception of the Web not only as a space of student participation, but also as a space of student surveillance. Such perceptions constitute real obstacles to meaningful participation as a form learning.

scholarly journals Digital Culture and Learning in Higher Education After COVID19: A Collaborative Approach in a Virtual Environment

2020 ◽  
Vol 3 (2) ◽  
pp. 17
Author(s):  
Lúcia Ana de Souza Lopes ◽  
Marili Moreira da Silva Vieira
Keyword(s):  
Higher Education ◽  
Critical Reflection ◽  
Methodological Approach ◽  
Private University ◽  
Pedagogical Practices ◽  
Digital Culture ◽  
Digital Learning ◽  
Education Students ◽  
Interactive Tools ◽  
Language And Literature

This article is the result of a critical analysis of the incorporation of Digital Culture into methodologies and interactive approaches that drive collaborative and meaningful learning processes for higher education students. We will analyze a specific course, Science, Technology and Society in Arts, Languages and Culture, with students from the 1st. Semester of the Portuguese Language and Literature for Teacher education Course of a Private University. Our goal is to demonstrate the planning, implementation, and learning outcome in a course with a hybrid methodological approach that makes use of interactive tools in the students' learning trail. We will highlight an interactive evaluative activity that consisted in the construction of a collaborative mural using the Digital Padlet tool as a resource for a critical reflection done by students on the chapter of a book from the basic bibliography: "What is Society?" (Bazzo, 2003). We adopted the qualitative analysis of the data from the Collaborative mural itself and the records of the students' Digital Learning Diaries, which was performed after the collaborative activity. This allowed us to observe the relationships between the methodological approach, the use of digital tools and the perception of significant learning in higher education, as well as to establish a critical reflection on the incorporation of digital culture in pedagogical practices.

scholarly journals Smart learning technology for computer programming driven by research related to COVID-19

2021 ◽  
Vol 11 (2) ◽  
pp. 88-99
Author(s):  
Ramona Markoska
Keyword(s):  
Higher Education ◽  
Programming Languages ◽  
Computer Programming ◽  
Learning Technology ◽  
Digital Learning ◽  
Work Experiences ◽  
Education Students ◽  
Smart Learning ◽  
Educational Processes ◽  
C Programming

The restrictions imposed by COVID-19 have significantly affected the reorganization of educational processes, including the process of computer programming learning in higher education. The work experiences in teaching programming languages in higher education have served as an idea for the development of smart learning technology, as a complement to the pre-existing ecosystem for digital learning, in particular C++ programming, in higher education. This paper aims to present the realization of smart learning technology, describes its use and provides information about the level of acceptance of higher education students. The opinions and experiences of the students who used the technology, during the summer semester of 2020, were obtained through an anonymous questionnaire, prepared by the author of the paper. The results were obtained during implementation of the curriculum in advanced C++ programming in the Faculty of ICТ. The results show the potential for wider application of this Smart Learning technology, especially in technical areas. Keywords: C++; covid19; programming; smart learning, technology  

scholarly journals Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic

2020 ◽  
Author(s):  
Marion Händel ◽  
Melanie Stephan ◽  
Michaela Gläser-Zikuda ◽  
Bärbel Kopp ◽  
Svenja Bedenlier ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Online Courses ◽  
Strong Impact ◽  
Digital Learning ◽  
Emotional Experiences ◽  
Education Students ◽  
Cluster Membership ◽  
Social And Emotional ◽  
Emotional Loneliness

The COVID-19 pandemic had a strong impact on higher education in 2020. Worldwide, universities developed and implemented online courses for distance learning within a relatively short amount of time. The current study investigated how ready students were for this exceptional situation and how their readiness for digital learning influenced their socio-emotional experiences. N = 1,826 students from across all institutional faculties of a German comprehensive university took part in the online survey immediately before the semester began. Results indicate that, on average, higher education students seem to be ready for digital learning. A k-means cluster analysis revealed two groups of students that significantly differed with respect to their readiness for digital learning (in terms of technological equipment, prior experiences with e-learning, and skills for digital learning). Finally, students’ socio-emotional experiences, that is, their perceived stress, their work-life-balance as well as social and emotional loneliness significantly differed due to their cluster membership. Hence, the study points to the need to support higher education students in successfully coping with the challenges of emergency remote studying.

A meta-analysis of indicated mental health prevention programs for at-risk higher education students.

2017 ◽  
Vol 64 (2) ◽  
pp. 121-140 ◽  
Author(s):  
Colleen S. Conley ◽  
Jenna B. Shapiro ◽  
Alexandra C. Kirsch ◽  
Joseph A. Durlak
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
At Risk ◽  
Meta Analysis ◽  
Prevention Programs ◽  
Health Prevention ◽  
Education Students

Stress vulnerability and traumatic events in Portuguese higher education students

2009 ◽  
Author(s):  
Anabela Pereira ◽  
P. Vagos ◽  
L. Santos ◽  
A. Monteiro-Ferreira ◽  
A. Melo ◽  
...  
Keyword(s):  
Higher Education ◽  
Traumatic Events ◽  
Education Students ◽  
Stress Vulnerability ◽  
Portuguese Higher Education
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