How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?

Publication date: Available online 13 December 2019Source: The Internet and Higher EducationAuthor(s): Ina Blau, Tamar Shamir-Inbal, Orit AvdielAbstractThe wide expansion of digital technologies in higher education has introduced the need for an examination of the added value of various technological tools for quality teaching and active individual and collaborative learning. The current study explored whether and how the pedagogical design of an academic course, which developed a variety of digital literacy competencies, supported students in regulating collaborative technology-enhanced learning and helped them cope with the sense of psychological ownership over collaborative learning outcomes. In addition, we examined how these issues were expressed in cognitive, emotional and social aspects of students' perceived learning (CCC & Author1, 2011). During four semesters, we conducted a qualitative analysis on reflective learning diaries, written by 78 graduate students studying education (N = 1870 codes). The bottom-up analysis focused on learning processes that enabled the development of various digital literacies conceptualized by the Digital Literacy Framework (DLF; Eshet-Alkalai, 2012): photo-visual, information, reproduction, branching, social-emotional, and real-time thinking skills. Furthermore, findings highlighted the importance of self-regulation and learning new technologies as an integral part of digital literacies. In addition, social-emotional statements expr...
Source: The Internet and Higher Education - Category: Information Technology Source Type: research