‘Doing the Homework’: Medical Student 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.

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 continuing trend of integration and the consequent decrease in student‐instructor contact hours in basic science curricula in professional schools makes digital ancillary resources increasingly important. Majority of learning resources for basic sciences however are varied in content, accuracy and are presented in a discipline‐specific manner. Few integrated educational resources exist and even fewer studies report the effectiveness of an integrated presentation of the material in the digital environment. The objective of the study was to investigate educational effectiveness of a digital learning resource presented in an integrated manner compared to the traditional, discipline‐specific presentation. Two digital resources covering female pelvic anatomy, embryology and histology were created, both presenting the same content but one presenting each discipline separately while the other presents the material in an integrated manner. First‐year graduate students enrolled in a gross anatomy course at the University of Colorado Modern Human Anatomy Program were recruited and randomly assigned to view one of the two learning modules. The learning outcome was quantitated by pre‐ and post‐test score comparison as well as a retention study 30‐days after viewing the resource. A survey was conducted to analyze students' preference and perception of the effectiveness of the digital resources. The results of the study have important implications in designing and presenting educational resources in the digital age.

BackgroundThe coronavirus pandemic has led to increased use of digital teaching formats in medical education. A number of studies have assessed student satisfaction with these resources. However, there is a lack of studies investigating changes in student performance following the switch from contact to virtual teaching. Specifically, there are no studies linking student use of digital resources to learning outcome and examining predictors of failure.MethodsStudent performance before (winter term 2019/20: contact teaching) and during (summer term 2020: no contact teaching) the pandemic was compared prospectively in a cohort of 162 medical students enrolled in the clinical phase of a five-year undergraduate curriculum. Use of and performance in various digital resources (case-based teaching in a modified flipped classroom approach; formative key feature examinations of clinical reasoning; daily multiple choice quizzes) was recorded in summer 2020. Student scores in summative examinations were compared to examination scores in the previous term. Associations between student characteristics, resource use and summative examination results were used to identify predictors of performance.ResultsNot all students made complete use of the digital learning resources provided. Timely completion of tasks was associated with superior performance compared to delayed completion. Female students scored significantly fewer points in formative key feature examinations and digital quizzes. Overall, higher rankings within the student cohort (according to summative exams) in winter term 2019/20 as well as male gender predicted summative exam performance in summer 2020. Scores achieved in the first formative key feature examination predicted summative end-of-module exam scores.ConclusionsThe association between timely completion of tasks as well as early performance in a module and summative exams might help to identify students at risk and offering help early on. The unexpected gender difference requires further study to determine whether the shift to a digital-only curriculum disadvantages female students.

The ubiquitous technology - mainly represented by RFID (Radio Frequency Identification) and USN (Ubiquitous Sensor Network) technology - has been attracting public attention in various fields of industry in the twenty-first century. In the meantime, people begin to think of real & ultimate ubiquitous services providing the convergent services interconnecting each area of the u-service systems. In order to connect various resources & services in u-environment, ID system is so important in that resources including even creatures and plants will be given IDs and managed by ID-system for incorporations of u-services. In this idea, this paper introduces basic concept and various types of ID-system with some issues for interoperation among ID-systems. Then, main part of this paper proposes the method for enabling interoperation between two different types of ID-systems such as digital resource and physical resource ID-system interms of 'identifiers' and 'ID management system'. New services generated by proposed method in this paper will be a potent catalyst to expand ubiquitous technology, considering that tangible and profitable uservices are still limited.

This study examines the self-learning sources and practices of 10–11-year-old primary school students from high socioeconomic backgrounds in Türkiye and Azerbaijan. Through semi-structured interviews with students and parents (n = 26), the research explores self-learning diversification and strategies in the digital age. Findings reveal that self-learning experiences do not differ significantly between the two countries. Both digital and physical resources are integral to students’ learning efforts. While there is a shift from print materials towards the internet, family and peers maintain their traditional significance, providing crucial support for students’ self-learning processes. Emotions play a key role in navigating the self-learning journey, where challenges such as managing the abundance of online information and avoiding inappropriate content persist. Family dynamics exhibit a spectrum of support, including both direct interaction and digital engagement. The research highlights the crucial roles of self-regulation, digital resources, and familial and peer support in fostering learning achievement among these students.

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.

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.

In this paper, the design of a teaching interactive system for preschool art education is digitally studied and analyzed, and the teaching interactive system is designed to be applied to the teaching process of preschool art education. It is to design and implement a convenient and feasible art education study and research mutual aid system. The art teaching mutual study and research system is based on the three-layer architecture of NET as the main system structure. The main function of the representation layer is to process the data requested by users and realize the interaction between users. The data layer is mainly to realize the processing of data logic, through the call and operation of the database, to realize the interactive access function of the database. The business logic layer is a relationship in the middle and plays the function of carrying on the top and bottom, realizing the logical processing of the database, and then realizing the business objectives of the system. The design and implementation of the multitier mechanism are of great importance in terms of improving system reliability as well as system compatibility. In the framework of activity theory research, the concept of dynamic integration of digital learning resources is proposed in conjunction with relevant research on digital learning resource integration. The intermediary of the interaction between subjects and digital learning resources in the digital learning process establishes the connection between different subjects through the interaction between elements in the activity system, promotes the accumulation of the number of digital learning resources and the two-way interaction of effective information, and thus realizes the orderly organization and management of the digital learning resource system. The theoretical basis of dynamic integration of digital learning resources, including activity theory, knowledge organization theory, and feedback principle, is discussed in detail in the study to provide a basis for the construction of the theoretical model of dynamic integration of digital learning resources.

To reuse existing digital learning resources, a teacher has to perform a complex and creative in order to adapt them to the students’ needs and fit their cognitive abilities. Nevertheless, metadata do not generally describe the cognitive facets of a digital learning resource. We give here a partial account of a trace-based system in its current state of development to index digital learning resources according to the metadata describing their “cognitive features”. By “cognitive feature” we mean the cognitive activities (e.g., reading, listening, body interactions, etc.) associated with different message formats (e.g., text, audio, interactive animations, etc.).

This research explores the educators’ attitudes and perceptions about their utilisation of digital learning technologies. The methodology integrates measures from ‘the pace of technological innovativeness’ and the ‘technology acceptance model’ to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst 241 educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educators’ perspective. A principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study’s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this contribution puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.

The evolution of technologies and the development of new media design for educational purposes are expanding. This work aims to look at the use of blended learning and how it affects students' score in examination. BMT (Basic Movement Therapy) Digital Learning Resource was constructed and developed based on multimedia design guideline. A quasi-experimental design using two groups with pretest posttest approach was used. A total of 103 students from the Universiti Kuala Lumpur, RCMP (Royal College Medical, Perak) was divided in two groups. The Control group received standard teaching sessions (N=51). The Treatment group received the same standard sessions but additionally used BMT Digital Learning Resource application (N=52). Written test on basic movement therapy was done by students before and after the intervention. Statistically significant better scorings for the treatment group were found. The results strongly suggest that the use of BMT Digital Learning Resource application is suitable for practical procedure purposes.

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.

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.

Chapter Three - Designing digital education and training for health