Teaching and Learning in modern digital Environment - IEEE Xplore

SAMI 2015 • IEEE 13th International Symposium on Applied Machine Intelligence and Informatics • January 22-24, 2015 • Herl’any, Slovakia

Teaching and Learning in modern digital Environment Dr. György Molnár PhD.* *

Budapest University of Technology and Economics /Department of Technical Education, Budapest, Hungary [email protected] enabled in digital competence by themselves with the proper skills and abilities. The new environment, new roles and attitudes of the digital generation, and the challenges caused by the constant change in the formal education system is trying to be followed, by some Hungarian community forums (Innovative Teachers Forum, Digital educators). However, due to the fast and erratic development of multidimensional background influenced by variables the perfect education / learning methodology solutions recipes are clearly not available, although a number of Hungarian researchers have already showed up results in this area. (Benedek, Forgó, Lévai, Buda). [1], [2], [3].

Abstract – In addition to the classical forms of teaching and learning, due to today’s changed way of life and society, the atypical forms of learning have an increasing role. These represent those progressive learning forms which are not necessarily tied to educational institutions, not in the traditional sense of lessons, lectures and seminars. In atypical learning the studying individual chooses the academic environment according to his objectives and motivation. [1]. So this is good platform for students wishing to continually renew their knowledge, an attitude that is most characteristic for non-formal and informal learning. The latter two typically carry the essential characteristics of lifelong learning and provide opportunity to have an employment in a workplace, active participation in family life and the same time as the opportunity for learning. The article deals with the practical methods of atypical forms of learning such as e-learning, distance learning, virtual reality, networked based community learning and their modern digital instruments (including cloud-based services). Secondly, this article describes the layers of today's digital citizenship, its life-style forms, attitudes and characteristics. In the second part of a study on the topic of practical knowledge, empirical results will be presented for the reader so one can learn about learning styles and habits, the prevailing methods of learning through a survey done among two age groups. The specific survey revealed, among other things, students’ use of communication tools, the use of community services (social networks), as well as their learning habits and time management.

II.

VENUES AND METHODS OF ATYPICAL LEARNING

Behind willingness to split up with formal learning spaces is a number of factors. First, the technical and technological advances made possible the distance, elearning current development. This process took place in the 90s with information and communication technology revolution [4]. On the other hand, as time goes by, the coming generations have different features and characteristics not only by their traditions, social customs and norms, but also in regards of being born into and growing up in living conditions determined by the technical and technological characteristics of ICT. This is shown by categorization of groups of individuals into the digital generations, which start from the baby boomers to those born in 2005 (Alpha generation). Great changes in economic, social and technical conditions have given a pivotal role in young generation’s education, training and job opportunities. On different vertical levels of the education system is, different teaching and learning strategy is necessary for the effective and efficient learning process. The growing rate of student mobility presents new challenges in higher education teaching and teaching methodology culture. Some of the students tested specifically require the harmonization of knowledge, the motivating, joint working groups based on multiculturalism and independent tasks. (Baltes & Paul B.; Botkin & James W.).

I. INTRODUCTION The e-learning carries numerous advantages, which are related to today's social structure, the modern way of life and economic situation. Based on these positive characteristics one can also mention in today's fast adaptation to labor market needs, the rapid innovation of curriculum content, the fast communication with large target groups and their training. Regarding the economic aspect, e-learning is a very effective form. Also positive feature is that in today's information society, changed teacher and student roles, and manage digital citizenship innovative ways. Along with these types of e-learning are shortcomings didactic reasons search, which many do, that lacks one of the key elements of the classical theory of learning, the teacher's personality, and their effects (such as the principle of totality), which is provided by the hightech modern broadband nor internet connections they can give back, to make up for (eg. the lack of physical presence). This type of learning forms is preferred and used by groups which on the one hand be covered by the digital citizenship, (primarily the digital generation Z, Y, or the A generation), on the other hand, those who are

Network-based digital communication and learning Connectivism (network-based learning) has become particularly significant in learning theory trends since it is a merge of network theories, informatics, educational use of Web 2.0 [1]. This approach is based on the Web 2.0 tools that can be used freely for sharing and

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Gy. Molnár • Teaching and Learning in Modern Digital Environment

disseminating the knowledge. The typical manifestation of these are open-access learning environments and the range of web-based social networks, wikis, blogs and services provided. In this special network environment consumers such as within the framework of the educational process the consumers become creators. The majority of this technical environment is provided by today’s Internet social media services and Web 2.0 services. In the present, the most popular social networking site to ensure the widest scale of message transfer and media sharing is Facebook, Pinterest provides the form of image-sharing in albums by themes, Instagram provides easy upload of pictures from mobile devices, instant messaging with elimination of digital traces is promised by Snapchat and LinkedIn is used for business communication [7], [8].

Figure 1. Digital SCORM based curriculum: own photo

Cloud-based services Cloud-based services are a collective term for services in which the use of the service is not connected to a specific, dedicated hardware in place, but is provided by distributed hardware. Cloud computing involves deploying groups of remote servers and software networked that allow centralized data storage and online access to computer services or resources with protection against data loss. The cloud-based services have surfaced in 2010’s in the field of information technology, more recently the number of cloud IT providers, both US and Western European countries, has increased rapidly. The cloud-based solutions biggest advantages are reliability, cost-effective implementation and operation, the 80-90% capacity utilization, low investment capital requirements, as well as unlimited computing resources. The essential feature of cloud-based systems is that the outlook can be changed, new opportunities emerge, while others disappear or move to another location, all this to ensure the user experience and perfect service. In general, these systems can be characterized as ones trying crosslink different services. This is the system fundamental characteristic, so other services will be available and the content will be up to date, so one does not have to start to use upload information to the system again and again. The main characteristic of Open Access is free access where there is no requirement for progressive implementation of security protocols. Further advantage can also be mentioned such as a possibility for collaborative work, the continuous data synchronization and data backup, automatic update, the share of content, data encryption [12].

Mobilecommunication systems In today's world-wide social structure, considering the multicultural environment of everyday people, we can say that cell phone users have an average 2-3 mobile phone even if taking into account, for example. That in Africa an average 10 mobile phones comes to 100 people, or even the poor nations affected by the digital divide have a ratio of 1 phone to 100 habitats. The second main area of digital literacy indicator is Internet access. In this in respect has the majority of users have broadband Internet access (the terminology does not have a clear definition, it has meaning in different countries). This technology can smoothly is able to transfer large data files. In addition to the today's Internet penetration rate, scientists predict that in 2050 5G mobile Internet network coverage will be available, and even some manufacturers have promised the same technology in 2020. The 5G technology provides a quite high speed Internet access, which does not use the network protocol usual for wireless, so cutting-edge in today’s 4G LTE (Long Term Evolution) wireless standard. So a transfer rate is much higher than 326Mb/s is guaranteed [9]. Digital learning curriculom With the expansion of e-learning and its environment in addition to the range of traditional study materials, digital learning materials are becoming popular. An essential element of the new e-learning solutions is that it makes learning materials electronically accessible. Previously, these learning materials only reached the digitized curricula level, which meant the scanned digital versions of traditional textbooks, conversion of text file formats for portable use (e.g. pdf extension). The latest Web 2.0 services fully support the use of digital learning materials and they are usually based on a digital protocols. Such common standard system is SCORM (Sharable Content Object Reference Model) and its different versions, capable of managing videos, animations, interactive animations and online tests even in adaptive ways. Such based systems are well adapted to a wide range of elearning systems like Moodle, Ilias, Olat, Coospace or Coedu. The following figure shows digital curriculum built on SCORM 2004 standard [10], [11]

Augmented, virtual learning spaces The Second Life already holds a long tradition, CloudParty, the virtual learning environment developed by Eötvös University and as an addition to the latest technologies special glasses called Oculus are intended to help present the real content on virtual display to the user. This type of experience is provided by the threedimensional, realistic appearance and head and eye tracking. Such a special Vizor is shown on next figure.

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students' cooperative and experience-based learning, allowing online support [13].

Figure 4. Cyber home learning system, source: Based on artice by Christine Capota: The use of technology in education Figure 2. Oculus glasses: own photo

III.

Based on the latest development trends, the social networking site Facebook is attempted to be virtualize by Oculus. For this more realistic sensation the user will need just a console, special gloves and a vizor (virtual reality glasses). In the field of education also appeared the idea of virtuality, an interface developed by Google Google Classroom is now available for registration and also Classcraft is there as an educational platform. The following screenshot shows the Google virtual classroom interface [14].

PRACTICAL EXPERIENCE WITH MODERN FORMS AND LEARNING SPACES

Pedagogical survey into the matter was conducted between November and December 2014, the target group was formed teacher training correspondence students, of whom more than 90% are practicing teachers employed in secondary vocational institutions. The sampling included age group from 25 to 58 and online electronic questionnaire was implemented. The purpose of this survey was to learn the habits and methods of use of ICTbased solutions. The following table and chart show a typical result. We received total N=59 evaluable response. The number of mailing lists used to range from 1 to 11, which is very high among adults. Besides the regular use of social networking sites in addition to the Facebook, the following was determined: • Google+ • YouTube • Instagram, Pinterest • Skype • TWOO, MyVIP, MSN, • Moodle • LinkedIn • GoogleDrive 75% of the respondents have a Facebook profile and are active members in at least 3-4 closed group. Access to digital content affected fundamentally by Internet usage frequency is shown in the following figure:

Figure 3. Google virtual classroom, source: own photo

Cyber Home Learning System In some countries, great emphasis and effort is placed on technology-based, intelligent, adaptive learning support systems fully flexible regarding the time and space is and. There is a good example to be seen Republic of Korea, where the government in 2004 launched the Cyber home learning system, and related to it applications, and infrastructure that enhances the quality of public education, and builds a bridge the pass the differences between private and public education. This form of the education reduce costs significantly due to lack of travel costs. The system provides self-directed mastery of the curriculum, within home environment over the Internet. The structure of the education system is wishing to eliminate the digital divide between the primary and secondary school. Cyber home education system handles both the attendance track, progress log, and the results are displayed with evaluation as in Learning Management System (LMS). It helps the teachers in the developing

Figure 5. Internet usage, source: own figure

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Gy. Molnár • Teaching and Learning in Modern Digital Environment

In the field of ICT, 69% of respondents already have a smartphone and the following figure shows the various mobile phone or tablet functions used. Emailing is on the first place with 47 answers followed in second place by 46 answers to information gathering function. Third place is closely associated with the learning material access function.

tiring and difficult than an eight-hour working day, because there is less free time for the students. The figure below shows student’s distribution of time, where there is online a 31% frame of free time that students can use for example, sports or surfing the Internet, cell phone conversations.

Figure 8. Time use of university students, source: Presentation by Horváth-Pétervári-Sik

Figure 6. Use of smartphones and tablets according to functions source: own figure

And a final result shows the fact that today’s students of electrical engineering and information technology spend their most of their time in the company of computers and mobile communication devices. 22% make it with a desk chair and use. In terms of study habits about 47% study alone, while 19% of them study together with others in addition to the help of the Internet. The time spent by learning in front of the computer is shown on following chart, which clearly shows that it is between 3.5 and 4.5 hours per day.

In case of Internet-based service use first is the Moodle elearning environment, which received a total of 43 votes among the respondents. This is followed by the use of the mailing list by 32 votes, and the third in the Facebook by 24 votes. The administrative interface Neptune received only 20 responses, while only 13 votes are related to the Department’s website. This is illustrated in Figure 7.

Figure 7. Usage of Internet based services, source: own figure

In addition to the mentioned functions, the use mobile phones and tablet computers for educational purposes were stated by respondents. 40% of them would certainly, while 26% would mostly likely use their mobile device in university lectures, and in connection with solving a variety of tasks. This is actually allowing the active involvement of mobile devices in the teaching-learning process. The student interviews (affecting 19-22 year olds) conducted through a questionnaire survey, made the following observations regarding the student learning habits and schedule: The students devote to learning a magnitude of time. This is illustrated in the following figure, where 59% of respondents spend 2-4 hours a day studying (outside the contact hours, or about 64% of them studies regularly and continuously. The following findings showed that an average university day and the attention needed is much more

Figure 9. Learning activities in front of a computer measured by hours, source: Presentation by Horváth-Pétervári-Sik

During the interviews, the survey also revealed that while studying, the multitasking mode of learning is not preferred and useful not by any of the younger or older generation. Multitasking in this case means running multiple processes simultaneously what splits the attention making the effective learning impossible. IV. CONCLUSION On different vertical levels of educational system is, different teaching and learning strategy is required to ensure the realization of effective and efficient learning. It is also stated that different formal and non-formal learning spaces show different levels of technological and cognitive development. The main task and challenge is merely to identify the appropriate institutional or atypical

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levels as well as the algorithmically adequate methods, taking into account the age and mental characteristics. The results of the empirical research presented in this article show a good example that on institutional level student who belong to various generations carry very similar characteristics (for example a multitasking learning method) and at the same time you have the specific problem such as all digital generations do. This problem is connected to timetable of learning and online learning habits. All this should be taken into account in the future strategic planning of curriculum and accordingly shape the process of implementation.

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