Addressing the digital skills gap for future education

The development of a digital intelligence quotient scale: A new measuring instrument for primary school students in China

The development of a Digital Intelligence Quotient (DQ) scale for primary school students is the basis for research on the DQ of primary school students, which helps to scientifically diagnose the level and the current average DQ among Chinese primary school students. This study developed and validated a scale applicable to the assessment of DQ in Chinese primary school students where, the initial scale was first constructed; Then 1109 valid datasets were collected through purposive sampling and divided into Sample A and Sample B; Sample A was subjected to exploratory factor analysis and Sample B was tested by confirmatory factor analysis; The final validated scale consists of 22 items in 7 dimensions: digital identity, digital use, digital safety, digital security, digital emotional intelligence, digital literacy and digital rights. The scale has high reliability and validity and thus can be used as a reliable instrument for assessing DQ in Chinese primary school students.

Psychometric properties of a new instrument for the measurement of the perceived quality of distance learning during the coronavirus disease 2019 (COVID-19) pandemic

Introduction

The lockdown restrictions due to the COVID-19 pandemic forced many students to use distance learning. Few studies have examined the psychological effects of distance learning during the pandemic on university or on non-university students using a specific psychometric tool. The principal aim of this study was the construction and validation of a new psychometric tool, the Perceived Quality of Distance Learning (PQDL), to measure students' appreciation and reaction to distance learning. The connection between anxiety, depression, perceived self-efficacy, and students' perception of distance learning was analyzed to assess the nomological validity of the new scale.

Method

The sample consists of 429 students who attended university or training courses. The factor structure of the new instrument was analyzed through Exploratory and Confirmatory Factor Analyses and its nomological validity was analyzed through regression analysis.

Conclusion

The results showed that PQDL consists of two subscales: Distance Learning Organization and Cognitive-Emotive Reaction to Distance Learning. Higher student's ability to organize and plan distance learning and higher student's positive cognitive-emotive reaction to distance learning, higher student's perceived quality of distance learning. Anxiety and depression scores were negatively correlated with students' perceived quality of distance learning. Furthermore, students' perceived emotional self-efficacy of negative emotions and perceived scholastic self-efficacy were positively correlated with students' perceived quality of distance learning. These data indicate that PQDL is a reliable questionnaire to assess student's perceived quality of distance learning.

Video-Assisted Versus Traditional Problem-Based Learning: A Quasi-Experimental Study Among Pediatric Nursing Students

BACKGROUND

The text-assisted problem-based, methods traditionally used to teach nursing students cannot adequately simulate holistic clinical situations and patient symptoms. Although video-assisted, problem-based learning methods combined with text have shown positive results in terms of improving comprehension and cognitive abilities, some studies have shown these methods to be inferior to text-assisted methods in terms of promoting deep critical thinking in medical students.

PURPOSE

This study was designed to assess the benefits in nursing education of video-assisted, problem-based learning using online multimedia technologies compared with text-assisted, problem-based learning using traditional face-to-face classes.

METHODS

A quasi-experimental, nonequivalent control group, preintervention-and-postintervention design was used. The experimental group ( n = 31) received video-assisted, problem-based learning materials with multimedia technologies (video scenarios, Google Docs worksheets, Google slides, Zoom cloud meetings, and e-learning management system) and weekly online lectures (100 minutes) for 4 weeks. The control group ( n = 35) received text-assisted, problem-based learning materials with traditional face-to-face classes and weekly lectures (100 minutes) for 4 weeks. The study data were analyzed using chi-square, Fisher's exact, and independent t tests as well as analysis of variance.

RESULTS

At posttest, learning motivation ( t = 3.25, p = .002), academic self-efficacy ( t = 2.41, p = .019), and self-directed learning ( t = 3.08, p = .003) were significantly higher in the experimental group than in the control group.

CONCLUSIONS/IMPLICATIONS FOR PRACTICE

Video-assisted, problem-based learning using multimedia technologies was shown to be effective in increasing learning motivation, academic self-efficacy, and self-directed learning in nursing students. These findings have implications for the development and planning of contactless classes in response to the coronavirus pandemic. Notably, no intergroup differences were found in terms of problem-solving skills. Future studies should include in-depth reviews and assessments of the difficulties faced in producing problem scenarios as well as the methods of instruction.

Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa

AIM

To explore and describe challenges experienced by nursing students in online learning during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa.

BACKGROUND

COVID-19 pandemic disrupted nursing education in South African Higher Education Institutions (HEIs). Learning had to shift to online, which posed challenges for some nursing students, such as poor internet connectivity related to power outages. Gaining insight into these challenges is crucial to improving online nursing education.

METHODS

The study utilised a qualitative, exploratory, descriptive, and contextual design with a phenomenological approach. The study setting was at a particular HEI in Gauteng, South Africa. Data was collected through unstructured, face-to-face, and virtual interviews with nursing students selected using non-probability purposive sampling. BCur Ed et Admin nursing students were interviewed until data saturation was reached on the 10th participant. The five-step Giorgi's descriptive phenomenology method was used for data analysis.

FINDINGS

A total of 10 nursing students were interviewed. Analysis revealed that nursing students experienced challenges expressed in four themes: unpreparedness, lack of resources, connectivity issues and digital skills insufficiency.

CONCLUSIONS

These findings contribute to improving online nursing programs during pandemics by providing insight into students' challenges.

IMPLICATIONS FOR AN INTERNATIONAL AUDIENCE

This study is significant to the global community as it highlights challenges faced in online nursing education, especially in developing countries. Understanding these challenges is crucial to developing strategies and implementing effective online learning in nursing education.

Two billion registered students affected by stereotyped educational environments: an analysis of gender-based color bias

According to the literature, educational technologies present several learning benefits to promote online education. However, there are several associated challenges, and some studies illustrate the limitations in elaborating educational technologies, called Design limitations. This aspect is responsible for unleashing various issues in the learning process, such as gender inequality, creating adverse effects on cognitive, motivational, and behavioral mediators, which opposes the fifth UN's Sustainable Development Goal. Therefore, many studies notice the harmful effects of stereotypes in educational technologies. These effects can be included in the design, like colors or other stereotyped elements, or how the activity is conducted. Based on this, the present study aimed to verify the predominance of color bias in educational technologies available on the WEB. This study developed a computational solution to calculate male and female color bias in the available educational technology web pages. The results suggest the prevalence of the development of educational technologies with a male color bias, with an imbalance among genders, without adequate customization for age groups. Furthermore, some environments, such as Computer Science, present a higher color bias for men when compared to women. Despite both scales being independent, results indicated interesting evidence of a substantial prevalence of colors associated with the male scale. According to the literature, this may be associated with dropout and lack of interest in female students, especially in sciences, technology, engineering, and mathematics domains.