Pixel International Conferences

Digital technologies in higher education facilitate the learning/teaching process, creating a student-centred environment (Bates and Sangra, 2011; Guri-Rosenblit, 2009, 2010; Johnson et al., 2016). According Alexander et al. (2017) and Wineburg et al. (2016), teachers need to develop digital literacy as e-learning cannot take place without e-teaching. Both teachers and students should have relevant training and support in order to use new technologies in an efficient and effective ways (Gradinarova, 2015; Guri-Rosenblit and Gros, 2011). Young generation of students can be characterised as “digital natives”, “millennial students” or “Homo Zappiens” (Dede, 2005; Oblinger, 2003; Ubachs et al., 2017), thus they can be easily trained to use digital tools at university (Pappas, 2017; Alexander et al., 2017; Johnson et al., 2016). Students can be autonomous learners, but educational institutions can help them to construct knowledge via guidance and assistance of the teachers and experts (Andrade, 2015; Benson and Brack, 2009; Service, 2009). The outbreak of corona virus disease (COVID-19) has affected the higher education sector. During the present crisis e-learning has been playing a significant role. This study investigates the issues of student engagement in on-line environment, the development of cognitive, social and self-directed learning skills of students, future EFL teaching, during a teaching methodology, teaching practicum course. The participants were 40 university students (3rd and 4th year). Their age ranges from 18 to 25 years old, their L1 is Cypriot Greek and they all reside in Cyprus. We have analysed students’ engagement and participation in on-line classes, oral and written mode. The on-line sessions via Microsoft teams were recorded and observed regarding the frequency, quantity and quality of students’ participation in discussions, question-answer sessions and blogging via Blackboard. We also investigated the attitudes of the students (via questionnaires) towards e-learning and the use of digital tools such as chat, camera, video, blogs, comments, group work, channels and break out rooms and their perception of their value in terms of the learning/teaching process, development of their critical thinking, reflection and analysis skills, continuous professional development. The analysis of the data showed that overall students have a positive attitude towards e-learning, but they prefer either blended learning or face-to-face learning, especially in a post-COVID time. The students tend to use written mode of communication (chats, blogging) rather than oral (audio, camera). They believe that blogs facilitate their development as teachers and practitioners via creating on-line community in a user-friendly way. The students have the opportunity to interact more with their peers and the tutor, express their views, exchange ideas, gain new knowledge and experience, increase the level of their digital competence, especially in the current COVID situation.

Keywords: e-learning, digital skills, students’ engagement and participation.

References (partial list shown):

• Alexander, B., Adams-Becker, S., Cummins, M., & Hall-Giesinger, C. (2017). Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief. Volume 3, 4, August 2017. Austin, Texas: The New media Consortium.
• Andrade, M. S. (2015). Effective e-learning and e-teaching – a theoretical model. In B. Gradinarova (Ed.). E-Learning: Instructional Design, Organizational Strategy and Management. InTech. doi:10.5772/60578
• Bates, A. W. & Sangra, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning. San Francisco: Jossey Bass.
• Benson, R. & Brack, C. (2009). Developing the scholarship of teaching: What is the role of e-teaching and learning, Teaching in Higher Education, 14(1), 71-80. doi:10.1080/13562510802602590
• Dede, C. (2005). Planning for neomillenial learning styles. EDUCAUSE Quarterly, 28 (1), 7-12.