For a year now, UNESCO has been celebrating International Digital Learning Day on March 19. To mark the occasion, we’ve put together a number of articles available on the erudit.org platform that shed light on relevant facets of this key topic.
“During the COVID-19 pandemic, countries without sufficient ICT infrastructure and well-resourced digital learning systems suffered the greatest education disruptions and learning losses.”
On its page What you need to know about digital learning and transformation of education, UNESCO points out that digital technologies have the potential to democratize access to education and promote inclusion. Indeed, acquiring digital skills enables better integration into today’s social, civic and economic life.
Several practical measures, such as integrating artificial intelligence into educational processes and promoting open access to educational resources, can be implemented to overcome these inequalities.
Of course, all the articles below are available in open access !
Digital learning in Québec
Frozzini, Jorge, et al. “Usages académiques des TIC et qualité de vie des étudiant·e·s internationaux·les résident·e·s au Québec pendant le confinement COVID-19.” Revue des sciences de l’éducation, volume 49, number 3, 2023.
This article reports on the academic uses of ICT and their impact on the quality of life of international students (IS) attending Quebec universities during the period of confinement related to the COVID-19 pandemic. The results of the analysis of 40 semi-structured interviews in this qualitative exploratory research indicate that there were significant impacts on IS’ finances, teaching, and learning conditions.
Read the article : https://id.erudit.org/iderudit/1114359ar [in French only]
Paquet, Maxime. “L’engagement affectif dans les tâches de production orale : l’apport du portfolio numérique d’apprentissage et de la vidéo.” Canadian Journal of Education, volume 44, number 3, fall 2021, p. 676–717.
This article describes the e-portfolio and the video’s contribution to the emotional engagement of high school Quebec students, second cycle, in oral production tasks. A content analysis of self-assessments and individual interviews, as well as data from questionnaires demonstrate that the use of the portfolio and the metacognitive activities that characterize it, support high school students learning by allowing a mindfulness of performance in the oral competency, thus ensuring a better management of the affective scope of the associated tasks.
Read the article : https://id.erudit.org/iderudit/1082838ar [in French only]
Tremblay, Bernard. “Le numérique, plus que jamais au service de la mission d’enseignement des cégeps.” International Journal of Technologies in Higher Education, volume 17, number 1, 2020, p. 15–17.
Last March, when the government announced the resumption of classes after a two-week suspension of CEGEP activities, the entire staff of the 48 institutions in Quebec’s public college network suddenly shifted up a gear in terms of digital integration. While no one can claim to be totally ready to react in times of pandemic, CEGEPs have deployed their usual agility to make the digital shift at top speed and continue their teaching mission. [Our translation]
Read the article : https://id.erudit.org/iderudit/1075606ar [in French only]
Digital citizenship: a societal concern
Collin, Simon. “L’éducation à la citoyenneté numérique : pour quelle(s) finalité(s)?” Éducation et francophonie, volume 49, number 2, fall 2021.
Digital citizenship has recently become a unifying theme for digital education in the Quebec curriculum, which raises the question of the curriculum content it covers. The aim of this article is thus to contribute to clarifying digital citizenship education in the Quebec curriculum by looking at its objectives.
Read the article : https://id.erudit.org/iderudit/1085303ar [in French only]
Michelot, Florent. “Knock, Knock ! Critical Thinking, Are You There? Training Teachers to Overcome Fake News” International Journal of Technologies in Higher Education, volume 17, number 1, 2020, p. 97–104.
Contrary to widespread belief, access to the Web is not necessarily virtuous and the new generations (the digital natives) are not the experts we sometimes imagine. It was therefore essential to reinvent the way in which skills frameworks approach the digital world […] In fact, digital literacy is a societal necessity that needs to be collectively recognized in order to create new gaps. Some postsecondary pedagogical situations illustrate how digital literacy can be addressed in different subjects.
Read the article : https://id.erudit.org/iderudit/1075618ar [in French only]
Ntebutse, Jean G., et al. “Future secondary teachers’ beliefs regarding student digital skill.” Nouveaux cahiers de la recherche en éducation, volume 21, number 3, 2019, p. 98–115.
Responding to a controversy in the literature about the digital skill of digital natives, this exploratory qualitative study examines the beliefs of future high school teachers regarding students’ digital skill. Interviews were conducted with 36 participants from three Quebec universities and subjected to thematic analysis. The results uncover that these future teachers consider digital skill to be generally poorly developed in secondary students, in its threefold technological, cognitive and ethical dimension.
Read the article : https://id.erudit.org/iderudit/1067710ar
Remote learning at a glance
Dennis, Jeremy. “(Re)Framing Our Frames: Architectonics, Intertextuality, and the Scholarship of Integration in Online Education.” Canadian Journal of Learning and Technology, volume 48, number 2, summer 2022, p. 1–17.
The pandemic of 2020 has renewed interest in technology as an integrative agent in higher education. However, advancements in technology continue to outpace the scholarship of integration in SoTL, even though Ernest Boyer valued it as a continuous area of study. This article calls for a reconsideration of Boyer’s appreciation of integration as convergence or intertextuality.
Read the article : https://id.erudit.org/iderudit/1097182ar
Heilporn, Géraldine, et al. “Engagement des étudiants : une échelle de mesure multidimensionnelle appliquée à des modalités de cours hybrides universitaires.” Mesure et évaluation en éducation, volume 43, number 2, 2020, p. 1–34.
Blended learning course environments combine synchronous activities (in face-to-face or virtual classrooms) with asynchronous online activities, and they represent a fertile ground for enhancing student engagement. However, studying student engagement in these environments requires the development of a measurement scale, which is the purpose of this paper.
Read the article : https://id.erudit.org/iderudit/1081043ar [in French only]
Tardif, Suzie and Maryline Rivard. “La classe inversée en mode virtuel : portrait d’une formule gagnante.” Revue hybride de l’éducation, volume 4, number 6, spring 2021, p. 15–24.
This article presents a teaching initiative implemented during the COVID-19 pandemic by a mathematics teacher at the Cégep de Saint-Félicien (Saguenay – Lac-Saint-Jean). An enthusiast of the flipped classroom, she decided to use this pedagogical device in entirely virtual mode […] This article describes the implementation of the experiment and the benefits perceived by the teacher. [Our translation]
Read the article : https://id.erudit.org/iderudit/1077614ar [in French only]