Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners

2013 ◽  
pp. 94-113
Author(s):  
Jeffrey Hsu ◽  
Zhongxian Wang ◽  
Karin Hamilton
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Adult Learner ◽  
Literacy Skills ◽  
Technology Literacy ◽  
Use Of Technology ◽  
Computing Skills ◽  
Improved Learning

The needs of adult learners are different from those of traditional undergraduate students, and programs must be designed to meet this need. In particular, digital and technology literacy needs, including general computing skills, computerized communications, online and distance learning, and Web 2.0 tools make navigating coursework an additional challenge. In this paper, the authors examine the technology and digital literacy needs and backgrounds of adult learner students and discuss research on the interaction between technology and adult learner education. Using the features of intensive weekend classroom sessions, on-line distance learning, and specialized teaching methods, an improved learning environment tailored to unique needs and career goals can be offered to business undergraduate adults. An important component is the development of technology and digital literacy skills to “fill the gaps” of students who may have extensive business or working experience, but are less than proficient in the use of technology. More depth and analysis is given to the following areas: digital and technology skills and knowledge improvement, pedagogical features, the use of intensive weekend and evening sessions, and the role of distance learning to supplement the classroom sessions.

Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners

2013 ◽  
pp. 394-413 ◽  
Author(s):  
Jeffrey Hsu ◽  
Zhongxian Wang ◽  
Karin Hamilton
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Adult Learner ◽  
Literacy Skills ◽  
Technology Literacy ◽  
Use Of Technology ◽  
Computing Skills ◽  
Improved Learning

The needs of adult learners are different from those of traditional undergraduate students, and programs must be designed to meet this need. In particular, digital and technology literacy needs, including general computing skills, computerized communications, online and distance learning, and Web 2.0 tools make navigating coursework an additional challenge. In this paper, the authors examine the technology and digital literacy needs and backgrounds of adult learner students and discuss research on the interaction between technology and adult learner education. Using the features of intensive weekend classroom sessions, on-line distance learning, and specialized teaching methods, an improved learning environment tailored to unique needs and career goals can be offered to business undergraduate adults. An important component is the development of technology and digital literacy skills to “fill the gaps” of students who may have extensive business or working experience, but are less than proficient in the use of technology. More depth and analysis is given to the following areas: digital and technology skills and knowledge improvement, pedagogical features, the use of intensive weekend and evening sessions, and the role of distance learning to supplement the classroom sessions.

Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners

2011 ◽  
Vol 2 (1) ◽  
pp. 52-70 ◽  
Author(s):  
Jeffrey Hsu ◽  
Zhongxian Wang ◽  
Karin Hamilton
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Adult Learner ◽  
Literacy Skills ◽  
Technology Literacy ◽  
Use Of Technology ◽  
Computing Skills ◽  
Improved Learning

The needs of adult learners are different from those of traditional undergraduate students, and programs must be designed to meet this need. In particular, digital and technology literacy needs, including general computing skills, computerized communications, online and distance learning, and Web 2.0 tools make navigating coursework an additional challenge. In this paper, the authors examine the technology and digital literacy needs and backgrounds of adult learner students and discuss research on the interaction between technology and adult learner education. Using the features of intensive weekend classroom sessions, on-line distance learning, and specialized teaching methods, an improved learning environment tailored to unique needs and career goals can be offered to business undergraduate adults. An important component is the development of technology and digital literacy skills to “fill the gaps” of students who may have extensive business or working experience, but are less than proficient in the use of technology. More depth and analysis is given to the following areas: digital and technology skills and knowledge improvement, pedagogical features, the use of intensive weekend and evening sessions, and the role of distance learning to supplement the classroom sessions.

Digital Citizenship for All

2019 ◽  
pp. 829-850
Author(s):  
Quincy Conley ◽  
Jessica Scheufler ◽  
Gina Persichini ◽  
Patrick R. Lowenthal ◽  
Michael Humphrey
Keyword(s):  
Young Adults ◽  
Digital Literacy ◽  
Modern Society ◽  
Transition To College ◽  
Literacy Skills ◽  
Digital Citizenship ◽  
College And Career ◽  
Use Of Technology ◽  
Computer Based ◽  
Literacy Experience

Digital literacy is important, particularly for young people as they prepare for college and a career in modern society. From computer-based tests used to measure student progress on college applications and online job applications, the transition to college and career requires the use of technology. Individuals must have digital literacy skills to fully participate and contribute on the job and at school. This includes people with disabilities. These young adults have aspirations for jobs and higher education just like others their age and therefore deserve to be taken seriously. This article is a review of literature that explores what it means to be digitally literate, the digital literacy experience for young adults with disabilities, and the implications for education and the workplace. It also proposes instructional solutions to aid in the preparation of young adults for college and career.

scholarly journals Development Of Digital Literacy Assessment Scale To Measure Student’s Digital Literacy

2021 ◽  
Vol 12 (02) ◽  
pp. 137-143
Author(s):  
Anggi Ristiyana Puspita Sari ◽  
Suandi Sidauruk ◽  
Ruli Meiliawati ◽  
Maya Erliza Anggraeni
Keyword(s):  
Learning Strategies ◽  
Digital Literacy ◽  
Information Access ◽  
Literacy Skills ◽  
Assessment Scale ◽  
Access To Information ◽  
Development Research ◽  
Literacy Assessment ◽  
Use Of Technology ◽  
Academic Activities

The COVID-19 pandemic requires lecturers to change learning strategies through online learning. The use of technology which has grown exponentially in the world of education requires students to be proficient in using technology in finding information as a source of knowledge. To be able to prepare competitively students in this 4.0 education era, an instrument is needed to find out to what extent students' digital literacy abilities are. This research is development research (R&D) which aims to develop a Digital Literacy Assessment Scale (DLAS) instrument to measure students' digital literacy skills. The procedure of this research includes determining the construct and specifications of the instrument, writing the items, and analyzing the items. Based on the results, the DLAS instrument has a total of 52 items consisting of 3 aspects including access to information (access), student involvement in academic activities (behavioral engagement), and socio-emotional (socio-emotional). The results of content validity carried out by 5 expert judgments showed that the DLAS instrument was proven to be content valid with the acquisition of Aiken's V index of 0.87.

Exploring the Use of Instructional Technology: A Survey of Academics at Two Nigerian Universities

Mousaion ◽  
2018 ◽  
Vol 35 (4) ◽  
Author(s):  
Adefunke Olanike Alabi ◽  
Stephen Mutula
Keyword(s):  
Instructional Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Instructional Delivery ◽  
Literacy Skills ◽  
Instructional Technologies ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Research Findings ◽  
Spss Software

The article reports empirical research findings on the use of instructional technology among Nigerian academics for effective instructional delivery. Using a quantitative approach, 267 questionnaires were distributed to academics from two purposively selected Nigerian universities in the South West geopolitical zone. A total of 215 questionnaires (80.5%) were returned and found useful for data analysis. The data were analysed with SPSS software to generate both descriptive and inferential statistics. The results indicated that various types of instructional technologies are used by academics for lecture preparation, presentation and communication. The findings also revealed that digital literacy skills and the use of instructional technology were positively related (R = 0.289). The variable digital literacy skills accounted for 7.9 per cent of the total variance in technology use (R2 = 0.079). The result indicates a positive relationship between digital literacy skills and technology. The article concludes that academic libraries, being the nerve centre of the institutions which they serve, should accept responsibility for fostering the extensive use of technology in teaching in the academia. Therefore, librarians should develop and implement initiatives that will help Nigerian academics imbibe such a culture at institutional level.

scholarly journals Practicing English Through Digital Devices: Practices and Perceptions of the EFL Undergraduate Students Majoring in English Language

2020 ◽  
Vol 2 (1) ◽  
pp. 21-37
Author(s):  
Khaled Elkotb Mahmoud Elshahawy
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
English Language ◽  
Literacy Skills ◽  
Computer Assisted ◽  
Digital Devices ◽  
Qualitative Approaches

This research paper briefly considers the significance of practicing English through digital devices for EFL Saudi undergraduate university students  majoring in English language. As the  Computer Assisted Language Learning (CALL) acronym is no longer suitable for investigating and describing EFL practices to improve the English language learners' macro skills, namely, listening, speaking, reading and writing .This is because we are now in a ‘post-CALL era’ of Mobile Assisted Language Use (MALU) with digital literacy skills as a defining characteristic for the 21st century English language learners.The current study highlighted the practices and perceptions of Languages and Translation Department students majoring in English Language at Tayma University College in Saudi Arabia. In order to collect the necessary data, the study used a four- point options Lekert scale questionnaire. The study used a mixed method of quantitative and qualitative approaches. The participants of the study were 40 students (20 males and 20 females). The study was conducted in the first semester of the academic year 2018/2019. The findings of the study proved that the students were highly motivated to use the digital devices to improve their English language proficiency macro skills. Based on these results, the study recommends implementing the digital devices in the EFL curricular to improve the EFL learners’ macro skills.

scholarly journals “Tweet tweet”

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Maeve Murphy ◽  
Damien Raftery
Keyword(s):  
Undergraduate Students ◽  
Digital Literacy ◽  
Social Care ◽  
Contemporary Debate ◽  
Use Of Technology ◽  
Twitter Account ◽  
Set Up ◽  
Effective Development ◽  
Effective Use ◽  
Academic Year

When developing engaging pedagogical approaches underpinned by the effective use of technology, having students engage with academic material while on social media presents itself as a worthwhile area of investigation. This study predominantly evaluates the effective development and use of a Twitter account specific to concepts and ideas of psychology on a degree in Applied Social Care. Student engagement via Twitter with current research and contemporary debate is assessed, with an exploration of how to effectively use Twitter with undergraduate students and concluding with a reflection on developing a ‘resident’ presence online. The @psycarlow Twitter account was set up in September 2018, to use with groups of students from year 3 and year 4. Following one full academic year, one group of students was surveyed on its usefulness; a second group was surveyed following a year and a half of interacting with the account. Feedback and suggestions from the first group, together with experience gained and reflection by the lecturer, were extremely beneficial in moderating the approach with the second group. Findings indicate that both sets of students identified a number of positive benefits including helping them understand topics discussed in class and giving them a societal view of relevant issues through current research, debates and conversations. The second group had a much stronger identification with positive benefits, the reasons for which are discussed. Students also identified a number of ways in which engagement could be improved, for example by more clearly identifying to students which tweets were relevant to them. Getting to grips with managing the account and directing students to content is initially time consuming but using Twitter has proven a useful and effective way of engaging students, with positive impacts on their learning and digital literacy.

Applying Distance Learning and Structural/Pedagogical Methods to an Adult Learner Program

2010 ◽  
pp. 224-236 ◽  
Author(s):  
Jeffrey Hsu ◽  
Karin Hamilton
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Block Scheduling ◽  
Adult Learner ◽  
Real Life ◽  
Approaches To Learning ◽  
Traditional Students ◽  
Methods And Techniques ◽  
Non Traditional Students ◽  
Business Undergraduates

Adult learner students are becoming a key segment of the undergraduate college market; however, adults have a different set of needs, orientations, and approaches to learning. This paper examines the background and characteristics of adult learners, together with various approaches to meeting the needs of these non-traditional students (distance learning, intensive and block scheduling, modular learning, etc.). The application of these methods and techniques are illustrated in the structure and implementation of a real-life adult learner program for business undergraduates.

Developing students’ linguistic and digital literacy skills through the use of multimedia presentations

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Baohua Yu ◽  
Artem Zadorozhnyy
Keyword(s):  
Undergraduate Students ◽  
Digital Literacy ◽  
English Language ◽  
Education Institution ◽  
Literacy Skills ◽  
Video Production ◽  
Language Curriculum ◽  
Face To Face ◽  
Class Presentation ◽  
The Impact

Abstract With the immense presence of English language video content in the online digital environment and students’ everyday exposure to multimedia content, this project aims to explore how to replace traditional in-class presentation with video presentation within an autonomous learning environment, examine the impact of doing so on the development of English language and digital literacy skills, and develop assessment rubrics at both individual and group levels. The project was conducted as part of an English language course for undergraduate students majoring in English in the context of a higher education institution in Hong Kong. Data were collected through multiple methods: survey questionnaires, open-ended questions, and face-to-face interviews. The results showed that the video production mode of presentation could not only replace traditional in-class presentation but also improve students’ learning autonomy, and language, collaborative, and digital literacy skills. The analysis of videos elucidated how the video production (VPR) group of students use multimodal semiotic resources to design their relationships with viewers while simultaneously adapting their discoursal identities. In addition, the comparison between VPR- and non-VPR-group presentations demonstrates that constructing audio-visual resources in a collaborative environment contributes to a variety of aspects to a higher extent. Implications for foreign language curriculum and instructional design, as well as recommendations for future studies of digitalization of students’ oral assessment tasks, are discussed.

scholarly journals Poverty and Digital Divide: A Study in Urban Poor Neighborhoods

2021 ◽  
Vol 24 (2) ◽  
pp. 189
Author(s):  
Tri Mulyaningsih ◽  
Rutiana Wahyunengseh ◽  
Sri Hastjarjo
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
Urban Areas ◽  
Urban Poor ◽  
Age Groups ◽  
Literacy Skills ◽  
Central Java ◽  
The Poor ◽  
Use Of Technology ◽  
Digital Diffusion

Literature suggests that the penetration of digital technology may create a digital divide, particularly for groups that lack resources and the capacity to access technology. This study is keen to examine the poverty and digital divide, particularly in urban poor areas. There are two research objectives. Firstly, to examine the digital diffusion and digital literacy within poor urban neighborhoods in the City of Magelang, Central Java, Indonesia. Secondly, to understand the variation of digital diffusion and digital literacy across areas (with different levels of poverty), age groups, genders and occupations. The data is collected from surveys focused on measuring the access to information, digital diffusion and the use of technology among the poor. This study found that there is a digital divide problem among people in urban areas, especially among people with low incomes. Moreover, the diffusion is dominated by certain groups such as younger people and females. Furthermore, digital literacy among the poor is low. The policy implication is to improve access for digital diffusion and provide assistance to improve digital literacy skills.

Sign in / Sign up

Export Citation Format

Share Document