Students Perception towads Digital Teaching in Higher Education Institution
Abstract views: 0
/ 
PDF downloads: 0
Keywords:
Student’s Perception, Digital Teaching, Online Learning, Effective Online Learning, Online Teaching StrategiesAbstract
In recent years, there has been a notable transformation in the educational landscape, marked by
a significant shift towards digital teaching methodologies driven by technological advancements. The
significance of digital teaching became especially evident during the pandemic era, where educators and
students faced challenges in adapting to online teaching and learning. This study aims to explore the impact
of digital teaching on the effectiveness of students' learning experiences, focusing on three main objectives:
(i) examining students' perceptions towards digital learning, (ii) identifying factors influencing students'
engagement in digital learning, and (iii) exploring the relationship between student perception and
engagement in digital teaching. Data collection involved a self-reported survey administered to 150
respondents from Polytechnic Seberang Perai. Results revealed a higher mean in student perception (2.97)
and student engagement (2.81), indicating majority agreement with the survey items. Correlation analysis
demonstrated a significant relationship between student perception and engagement towards digital
teaching, as evidenced by a Pearson correlation coefficient with a p-value < 0.001. However, the correlation
was moderate, accounting for 43.7% of the variance. This study suggests that future research should delve
deeper into the issue of engagement in digital teaching by not only considering institutional and student
perceptions but also focusing on appropriate instructional design models and associated learning theories
and principles for effective utilization of digital teaching methods.
Downloads
References
Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance?. Computers & Education, 95, 270-284.
Ren, X. (2023). Investigating the experiences of online instructors while engaging and empowering non-traditional learners in eCampus. Education and Information Technologies, 28(1), 237-253.
Taghizadeh, M., & Ejtehadi, A. (2023). Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools. Computer Assisted Language Learning, 36(8), 1633-1667.
Gameil, A. A., & Al-Abdullatif, A. M. (2023). Using Digital Learning Platforms to Enhance the Instructional Design Competencies and Learning Engagement of Preservice Teachers. Education Sciences, 13(4), 334.
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., ... & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review. Education and information technologies, 28(6), 6695-6726.
Khasawneh, M. A. S. (2023). The Impact of Including an Interactive Educational Video on Enhancing Academic Achievement. Journal of Namibian Studies: History Politics Culture, 37, 150-176.
Deng, R., & Gao, Y. (2023). Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classrooms. Active Learning in Higher Education, 14697874231167098.
Alqudah, I., Barakat, M., Muflih, S. M., & Alqudah, A. (2023). Undergraduates’ perceptions and attitudes towards online learning at Jordanian universities during COVID-19. Interactive Learning Environments, 31(9), 5781-5798.
Boström, E., & Palm, T. (2023, March). The effect of a formative assessment practice on student achievement in mathematics. In Frontiers in Education (Vol. 8, p. 1101192). Frontiers Media SA.
Hellín, C. J., Calles-Esteban, F., Valledor, A., Gómez, J., Otón-Tortosa, S., & Tayebi, A. (2023). Enhancing student motivation and engagement through a gamified learning environment. Sustainability, 15(19), 14119.
Smith, C. A., Zhou, G., Potter, M., & Wang, D. (2019). Connecting best practices for teaching linguistically and culturally diverse international students with international student satisfaction and student perceptions of student learning.
Tseng, F. C., & Kuo, F. Y. (2014). A study of social participation and knowledge sharing in the teachers' online professional community of practice. Computers & education, 72, 37-47.
Liu, Y. Q., Li, Y. F., Lei, M. J., Liu, P. X., Theobald, J., Meng, L. N., ... & Jin, C. D. (2018). Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis. Frontiers of Nursing, 5(4), 317-329.
Chen, C. H., & Tsai, C. C. (2021). In-service teachers' conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning. Computers & Education, 170, 104224.
Kim, D., & Li, M. (2021). Digital storytelling: Facilitating learning and identity development. Journal of Computers in Education, 8(1), 33-61.
Zeybek, N., & Saygı, E. (2024). Gamification in education: Why, where, when, and how?—A systematic review. Games and Culture, 19(2), 237-264.
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. Ieee Access, 8, 75264-75278.
Hongsuchon, T., Emary, I. M. E., Hariguna, T., & Qhal, E. M. A. (2022). Assessing the impact of online-learning effectiveness and benefits in knowledge management, the antecedent of online-learning strategies and motivations: an empirical study. Sustainability, 14(5), 2570.
Nkomo, L. M., Daniel, B. K., & Butson, R. J. (2021). Synthesis of student engagement with digital technologies: a systematic review of the literature. International Journal of Educational Technology in Higher Education, 18, 1-26.
Wu, X. Y. (2024). Exploring the effects of digital technology on deep learning: a meta-analysis. Education and Information Technologies, 29(1), 425-458.
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance education, 34(3), 302-323.
Sebire, K., Gregory, S., Bannister-Tyrrell, M., & Nye, A. (2020). Learning in the Age of Distraction: Assessing the efficacy of technology integration on adolescent learning.
Chen et al. (2021) explores the impact of various digital tools on student engagement.
Simmonds, E., Boyle, L., Hook, C., Lemieux, A., Lemieux, A., Simmonds, E., ... & Hook, C. Teacher training in the digital era: Diversity, equity, accessibility and inclusion.
Roque-Hernández, R. V., Díaz-Roldán, J. L., López-Mendoza, A., & Salazar-Hernández, R. (2023). Instructor presence, interactive tools, student engagement, and satisfaction in online education during the COVID-19 Mexican lockdown. Interactive Learning Environments, 31(5), 2841-2854.
