Digital Learning

Digital Learning

Digital learning is a learning experience facilitated by technology that allows students not to be physically present for learning to occur. In this case, learning is not controlled by time, place, path, or pace. Three tools facilitate learning: technology, which includes the internet and gadgets, digital content, and instructions. The internet is the main factor that facilitates learning and provides a wide range of tools that make learning possible (Grand-Clement, 2017). A student can log into their device anytime to access learning materials. If there is a live online class, the student can save the class as audio and revisit it later for revision. Therefore, this allows students to move with their learning pace comfortably as the not very fast learning students can revisit tutorials as often as they want. Furthermore, adaptive and interactive software makes learning engaging by allowing tutors real-time data about their students’ needs (Grand-Clement, 2017). There are many different forms of digital learning that include: learning analytics, badging and gamification, adaptive learning, and mobile learning, among others. In this blog post, I will discuss two digital learning experiences: adaptive learning and Badging and gamification.

Adaptive learning uses technological techniques to make a student’s learning experience unique and maximize performance. It works by the principle that students are different, and so are their learning capabilities and educational needs (Imhof et al., 2020). The technique uses the differences in students to modify their learning materials, processes, and knowledge delivery. There is no specific age group target as the learning mode is suitable for everyone; the only difference is learning capabilities. I enrolled in a short online business course where the learning mode was adaptive learning. Upon our enrolment, we had to answer some questions through the school system, which I later learned was to gauge our learning capabilities. As time passed, I realized that though the content was very similar for all students, the delivery and learning materials were not precisely the same. For some students, it was comprehensive and brief, while for others, it was wordy and with a lot of explanation. My learning materials were, however, apparent and appropriate for the course.   After the exams, I asked my fellow students about their exam experiences and discovered that all the questions were similar. The learning was geared toward imparting knowledge rather than just passing exams. I, therefore, expect to use the knowledge in real life. I think the program was successful as all students passed exams though some did their exams late since they hadn’t completed their syllabus. The length of time I used to complete this experience was 2months.

Badging and gamification is a learning experience that is based on rewards. The courses are split into modules that start with the easiest and harden in difficulty as learning continues. After every module, rewards motivate the student to continue to the next step (Kiryakova et al., 2014). The learning materials are, however, not modified to fit different students’ needs. For example, I registered for a data analyst course at Data camp a few days after the short curse. The first few modules were easy; every time I completed a module, I got a badge and a congratulatory message. However, as time passed, I barely understood what was in the tutorials. I had to google some concepts or watch YouTube videos to understand them. It got to the point that I could no longer continue because I couldn’t understand. This technique does not have a target age group as long as the student is qualified to take the course. The anticipated learning outcome was to gain knowledge in data science; however, I think the program was a fail. It can probably only work with speedy learning students or students who have a background in the subject taught and only want to refresh. I can only apply a bit of what the first modules in real life. The materials were explicit initially, but clarity disappeared as the difficulty increased. It took me just a month to complete the experience.

Comparing the two digital learning experiences to a blended learning format, I can easily conclude that adaptive learning is more appropriate than a blended learning format. In the blended learning format, the teacher may not have the time and ability to attend to the needs of each student manually. The badging and gamification, however, fail as the student struggles on their own to capture knowledge and lacks real-time interactivity. Many students do not finish the courses as a bit of inconvenience will demotivate them. Some of them get stuck with no help. 

References

Grand-Clement, S. (2017). Digital Learning: Education and Skills in the Digital Age. RAND Europe.

Imhof, C., Bergamin, P., & McGarrity, S. (2020). Implementation of adaptive learning systems: Current state and potential. Online teaching and learning in higher education, 93-115.

Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education. Proceedings of 9th International Balkan Education and Science Conference.