Comparative Study on the Effectiveness of Integrated vs. Discipline‐Based Digital Learning Resources

The digital technologies employed in education have skyrocketed due to widespread online learning during the pandemic. Subsequently, the recent development has brought into question whether new digital learning resources online tools that students can use to supplement their learning challenge the century-old class inequality in education. As we return to face-to-face learning, it is critical to evaluate whether digital resources can be combined with conventional school resources to uplift students' academic achievement in low-income households. The methods of literature review of past papers and theoretical investigation are applied in this paper to discuss empirical observations and offer explanations. Sources of materials include the United States Census Bureau and the National Center for Education Statistics. By synthesizing classical Bourdieus theory of capital and a nascent digital pedagogical framework, the author finds that, contrary to popular clamor, digital learning resources are not benefiting the lower class significantly. In fact, digital inequality is emerging from three compounding factors: access, surroundings, and the self. By discussing the learning environment, parents' background, self-regulation, and motivation, this paper not only underscores the interacting components that amount to the corruption of meritocratic education but also advances the inquiry into online resources and possible future pathways for the empowerment of low-income students.

Introduction: Effective study strategies are essential for success in medical education, particularly during the pre-clinical years. This study explored the use and perceived effectiveness of physical and digital learning resources among Year 1 and Year 2 medical students at the University of Buckingham. Methodology: An electronic survey was distributed, gathering both qualitative and quantitative data on resource usage patterns. A total of 21 students responded, with 52% in Year 1 and 48% in Year 2. Participants reported their highest educational qualification and rated the frequency and manner (active, passive, neither) in which they used various digital and physical resources. Results: Chi-squared statistical analysis revealed several significant findings related to the frequency of use of various resources and their association with perceived learning effectiveness. Among digital resources, the university’s Moodle VLE (χ2 = 35.29, p = 0.000001) and online teaching videos (χ2 = 13.57, p = 0.019) were significantly associated with effective learning. While flashcards (χ2 = 15.29, p = 0.09) and question banks (χ2 = 10.14, p = 0.071) showed a positive trend, these did not reach statistical significance (p > 0.05). Among physical resources, written notes (χ2 = 5.57, p = 0.035) and group work (χ2 = 5.57, p = 0.040) were both significantly associated with improved learning outcomes. Interestingly, support from family members (χ2 = 11.29, p = 0.046) also showed a statistically significant association, suggesting the value of peer-teaching strategies. In contrast, passive use of physical resources literature (χ2 = 8.43, p = 0.134) and online textbooks (χ2 = 5.00, p = 0.416) appeared to have minimal impact on perceived learning effectiveness. Discussion: While the study suggests that students tend to favour online resources to support their learning, limitations such as a small sample size and reliance on self-reported data highlight the need for further research to confirm this. Conclusion: This study offers insight into the resource preferences of pre-clinical medical students, advocating for active engagement with both digital and traditional tools to promote academic success and professional development.

This study examines the effect of the usage of digital tools by 15-year-old students on their mathematics achievement. The data for the study was retrieved from the publicly available information in the Program for International Student Assessment (PISA) 2022 database. The six study constructs for this study are: time of using digital resources for learning, digital resource use for learning math content, use of digital resources in feedback, use of digital resources at school, use of digital resources out of school, and use of digital resources during leisure time at schools whereas mathematics achievement score is additional main dependent variable. The sample of the study consists of 256,411 participants. The data were analyzed by using structural equation modeling technique. The findings revealed that the time of using digital resources for learning mathematics and using such resources out of school were the strong predictors of mathematics achievement. While analyzing the mediating effects, time of using digital resources has significant mediating roles in the use of digital resources at school, out of school, and leisure time on mathematics achievement. Likewise, the usage of digital resources at school significantly mediates in relationship between the use of digital resources for learning, use during leisure time, and use for feedback on mathematics achievement.

The rapid development of new media technology has reduced the degree of restrictions on education for the elderly, and digital learning resources have gradually become the foundation of autonomous learning, providing effective guarantees for elderly English learning. Therefore, this paper conducts research on the construction of digital learning resources for elderly English. Firstly, the current situation of digital learning resources for elderly English in China was analyzed. Based on this, quality standards and strategies for constructing different types of digital learning resources were proposed. Finally, the construction methods of digital learning resources were concluded, including positioning learning resource construction goals, clarifying content systems, enriching learning resources, and evaluating resources.

Given the potential benefits of technology-infused project based language learning (PBLL), this chapter presents a research-driven framework of strategies and behaviors for language learning with digital resources. This framework, called the Framework for Learning with Digital Resources, is the result of a semester-long examination of learners’ evolving behaviors and strategies in a second language writing course as they interacted with highly multimodal, interactive digital learning resources. We position the framework as a descriptive profile of digital language learning behaviors that encourage learner development, emphasizing that these behaviors may emerge in learning activity over time if learners are given support and materials are designed with these strategies in mind. Learner behaviors are broadly grouped into three categories: recognizing features of the digital learning environment, monitoring learning, and making connections while learning. After presenting the framework, we discuss the development and implementation of the framework in their context and reflect on how it may guide materials development and course design in other contexts.

Language education has evolved significantly with the rapid advancement of digital technology, providing students with more interactive and engaging resources for vocabulary building. However, despite the increasing availability of digital learning resources (DLRs), a gap remains in students' perceptions of how these tools support their vocabulary development—particularly among high school students. This study investigates high school students’ perceptions of DLRs in enhancing vocabulary-building skills. A quantitative method was employed, collecting data from 236 high school students in the JABODETABEK area via an online questionnaire adapted from a previous study. The instrument demonstrated high internal reliability (Cronbach’s Alpha = 0.907). Descriptive analysis revealed that over 70% of students agreed or strongly agreed that DLRs are effective, enjoyable, and beneficial for vocabulary learning. Simple linear regression analysis showed a strong and significant positive correlation (R = 0.730, R² = 0.533, p = 0.001) between students' perceptions and the enhancement of their vocabulary-building skills. These findings indicate that positive student perceptions significantly predict vocabulary development. By offering a flexible, media-rich, and self-directed learning experience, DLRs play a crucial role in enhancing vocabulary acquisition. To maximize student learning outcomes, the integration of DLRs into language instruction should be prioritized.

This chapter explores affordances of mobile technology for learning, and emphasizes that emerging mobile technologies are effective platforms for the delivery of digital learning resources, anytime and anywhere. The central focus of this book is on digital resources for learning and their uses in learning-centered activities. In this sense, mobile technology is discussed in the context of its affordances to deliver such digital resources for learning, while these resources for learning are examined in the context of their design for such an application.

BackgroundGood health decisions depend on one’s ability to think critically about health claims and make informed health choices. Young people can learn these skills through school-based interventions, but learning resources need to be low-cost and built around lessons that can fit into existing curricula. As a first step to developing and evaluating digital learning resources that are feasible to use in Kenyan secondary schools, we conducted a context analysis to explore interest in critical thinking for health, map where critical thinking about health best fits in the curriculum, explore conditions for introducing new learning resources, and describe the information and communication technology (ICT) infrastructure available for teaching and learning.MethodsWe employed a qualitative descriptive approach. We interviewed 15 key informants, carried out two focus group discussions, observed ICT conditions in five secondary schools, reviewed seven documents, and conducted an online catalog of ICT infrastructure in all schools (n=250) in Kisumu County. Participants included national curriculum developers, national ICT officers, teachers, and national examiners. We used a framework analysis approach to analyze data and report findings.FindingsAlthough critical thinking is a core competence in the curriculum, critical thinking about health is not currently taught in Kenyan secondary schools. Teachers, health officials, and curriculum developers recognized the importance of teaching critical thinking about health in secondary schools. Stakeholders agreed that Informed Health Choices learning resources could be embedded in nine subjects. The National Institute of Curriculum Development regulates resources for learning; the development of new resources requires collaboration and approval from this body. Most schools do not use ICT for teaching, and for those few that do, the use is limited. Implementation of Kenya’s ICT policy framework for schools faces several challenges which include inadequate ICT infrastructure, poor internet connectivity, and teachers’ lack of training and experience.ConclusionTeaching critical thinking about health is possible within the current Kenyan lower secondary school curriculum, but the learning resources will need to be designed for inclusion in and across existing subjects. The National ICT Plan and Vision for 2030 provides an opportunity for scale-up and integration of technology in teaching and learning environments, which can enable future use of digital resources in schools. However, given the current ICT condition in schools in the country, digital learning resources should be designed to function with limited ICT infrastructure, unstable Internet access, and for use by teachers with low levels of experience using digital technology.

The article is aimed at substantiation of peculiarities and stages of pedagogical technology for solving competence problems, implemented in the digital educational space. The technology based on the environmental methodological approach (the educational environment as a means of educational activity). Such features of competency-based tasks as non-formalization, information redundancy, involvement of practical and professional situations are correlated with digital environment opportunities (multiple choice of learning options, personalized activities, digital tools). The technology is presented as non-linear with integrated goals, tools and outcomes that are achievable in a digital space. The article justifies importance of competence tasks solution in the digital environment for the quality of professional training with new ingredients of student’s competences (digital skills, soft skills).The structural unit of the technology is the digital microenvironment of the educational task. It presents the purpose and content of the task with digital pedagogical resources providing student’s activity. Pedagogical technology is built as a set of digital microenvironments of educational tasks aimed at solving the complex competence problem. Digital pedagogical resources of microenvironment, which organize self-directional activity of students, are resources of activity management, digital learning resources and network communications resources. The main stages of the teacher’s activity in environmental technology are substantiated. The practical relevance of technology demonstrated by its implementation in the future teachers training.The article is addressed to university teachers, focused on achieving new professional training results by means of digital environment. The presented scientific approaches are new for domestic and foreign pedagogical practice.

Chapter Three - Designing digital education and training for health

Instructor evaluations are influenced by implicit age and gender bias, with lower ratings and negative feedback given to instructors believed to stray from stereotypical age and gender norms. Female instructors exhibiting typically male-associated qualities such as leadership and authority, are often negatively impacted. Implicit bias also influences evaluation of digital resources and instructors, regardless of students' positive learning outcomes. As digital learning resources become the norm in education, it is crucial to explore the impact of implicit bias at various educational levels. In this study, undergraduate and graduate students were randomly exposed to one of five digital tutorials; four experimental tutorials presenting identical anatomy content with narrators of different gender and age, and a control tutorial featuring origami (paper folding) instructions without audio. Learning outcomes were measured by pre-quiz vs. post-quiz comparisons using repeated measures MANOVA. Implicit bias was analyzed by evaluation response comparisons using repeated measures MANOVA and three-way MANOVA. Post-quiz scores increased significantly in the four experimental groups (P<0.05) but not in the control (P=0.99). The increased performance was not statistically different across the four experimental groups (P>0.26), suggesting that learning occurred irrespective of the instructor gender and age. Students' evaluations were consistently higher for the experimental resources than the control. There was no significant difference in evaluations across the four experimental groups but compared to the control, younger male and younger female narrators received significantly higher ratings for approachability, acceptance, inclusivity, and care for student learning. The study highlights important considerations for digital resources development and interpretation of student evaluations.

Purpose With the advent of ICTs, a large percentage of university students are shifting their interest and focus on digital learning resources from print ones. This study aims to examine the diversity, motivations and challenges students face in using these learning resources at Teofilo Kisanji University (TEKU) in Tanzania. Design/methodology/approach The researchers used elements of both quantitative and qualitative research approaches in a complementary fashion. The study draws upon cross-section survey data collected from students (n = 90) alongside follow-up key informants semi-structured interviews with library and academic staff (n = 10). Findings The study’s findings signify that internet resources are significantly deployed by students than other resources such as CD-ROM, e-books, journals, slides and audio clips. The findings further inform that the wide range of these resources and 24/7 convenient access are important motivating factors for their usage. On the other hand, the cost of internet services, limited searching competencies and limited subscribed databases inhibit effective and efficient usage of these by students at TEKU. Originality/value The present study clearly discloses students’ motivations for accessing and using digital learning resources.

In the context of the information age, digital educational resources have become a crucial support for promoting high-quality development in higher education. With the deepening advancement of the national education informatization strategy, a wide array of digital teaching platforms, online courses, academic databases, and other resources are becoming increasingly abundant, providing unprecedented convenience for teaching, research, and learning for university faculty and students. However, while the total amount of resources has increased, their actual utilization efficiency still faces numerous challenges, issues such as uneven resource distribution, varying levels of information literacy among teachers and students, poor platform user experience, and inadequate resource-sharing mechanisms. These issues constrain the full potential of digital educational resources and hinder further improvements in teaching and learning quality. Therefore, how to guide university faculty and students to efficiently utilize digital educational resources has become a key issue in the current digital transformation of higher education. This paper is based on the connotation and characteristics of digital educational resources, based on the current state of digital resource utilization in higher education, this study systematically explores practical pathways and strategies for faculty and students to effectively utilize digital resources, encompassing dimensions such as collaborative teaching, platform optimization, skill enhancement, and institutional innovation. Research indicates that enhancing digital literacy among teachers and students, establishing an integrated resource-sharing platform, improving incentive and training mechanisms, and promoting resource integration and innovative applications are crucial measures to ensure the efficient utilization of digital educational resources and achieve educational modernization.

Delirium is a common symptom of acute illness which is potentially avoidable with early recognition and intervention. Despite being a growing concern globally, delirium remains underdiagnosed and poorly reported, with limited understanding of effective delirium education for undergraduate health profession students. Digital resources could be an effective approach to improving professional knowledge of delirium, but studies utilising these with more than one profession are limited, and no evidence-based, interdisciplinary, digital delirium education resources are reported. This study aims to co-design and evaluate a digital resource for undergraduate health profession students across the island of Ireland to improve their ability to prevent, recognise, and manage delirium alongside interdisciplinary colleagues. Utilising a logic model, three workstreams have been identified. Workstream 1 will comprise three phases: (1) a systematic review identifying the format, methods, and content of existing digital delirium education interventions for health profession students, and their effect on knowledge, self-efficacy, and behavioural change; (2) focus groups with health profession students to determine awareness and experiences of delirium care; and (3) a Delphi survey informed by findings from the systematic review, focus groups, and input from the research team and expert reference group to identify resource priorities. Workstream 2 will involve the co-design of the digital resource through workshops (n = 4) with key stakeholders, including health profession students, professionals, and individuals with lived experience of delirium. Lastly, Workstream 3 will involve a mixed methods evaluation of the digital resource. Outcomes include changes to delirium knowledge and self-efficacy towards delirium care, and health profession students experience of using the resource. Given the dearth of interdisciplinary educational resources on delirium for health profession students, a co-designed, interprofessional, digital education resource will be well-positioned to shape undergraduate delirium education. This research may enhance delirium education and the self-efficacy of future health professionals in providing delirium care, thereby improving practice and patients' experiences and outcomes. Not applicable.

The study aimed to identify the impact of digital learning resources on the development of the educational process for faculty members at the PAAET, and its role in developing the academic capabilities of faculty members, including the areas of academic advancement and the quality of scientific research in the international publishing observatories, where the study applied the curriculum standards survey descriptive; The questionnaire was applied as a main tool to measure the impact of digital learning resources on the development of the educational process for faculty members through a sample of (78) faculty members from various disciplines. The study concluded that digital learning resources are one of the most important sources for developing the educational process for faculty members. Teaching, whether at the level of scientific research or academic promotion, with its active role in the development of the educational process. The study recommended the need to expand the use of faculty members for digital learning resources, with the need to intensify training courses and workshops in this field, with the need to develop policies and decisions related to their field of work, which In turn, it enhances the development of the educational process.