Digital Experience Moving Toward Greater Learning Experience

Digital Experience Moving Toward Greater Learning Experience

Kit Wai Leong, Roslina Abdul Latif
DOI: 10.4018/978-1-5225-4080-9.ch008
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In this new millennium it is a challenge for educators to promote digital experiences that lead to effectiveness and holistic contribution in the learning process. This new development is also in line with the Taylor's University strategy plan 2012-2016, which promises a conducive and responsive learning environment that embraces technology. Hence, the main focus of this chapter is to evaluate the student perspective toward digital experience applied with the adoption of TIMES together with a vast range of tools and how the digital experience was preparing our students for success in the world beyond for the audio-visual production module. Focus groups were conducted to examine the feedback on digital experience for the duration of teaching the module. The results from the study imply that the digital experience has a positive and mediating effect on the learning experience for the students. The knowledge-rich ecology of ongoing participation, self-expression, and recognition in their learning skills also contributes to the ever on-going process of learning.
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The combination of wireless technology and mobile computing has resulted in escalating transformations in the education domain (Alexander, 2006). Technology could act as a platform to help teachers as mentors and build new and innovative ways of teaching (Ferrari, Cachia, & Punie, 2009). Recent trends on innovative teaching have been focused on constructivist learning theory and student-centered learning (Brandon, 2004).

Constructivist learning theory is based on the belief that learning occurs as learners are actively involved in a process of meaning through experience. In the process of knowledge creation, learners link new knowledge with their previous knowledge (Abdulwahed, Jaworski, & Crawford, 2012). Students are encouraged to learn main ideas on their own through actively involvement in the learning process, participate and collaborate in real learning situations and work on authentic learning tasks (Grabinger, 1996).

The constructivist pedagogy (Doolittle, 1999; Driver, 1995; Jaworski, 1994; Richardson, 2003; Savery & Duffy, 2001; von Glasersfeld, 1987a) highlighted that learning is a student-centered process, which was invented by Carl Rogers (Rogers, 1965) which has its heart focused on students. This in turn enables students to become autonomous independent learners. The educator’s emphasis shifts from teaching to facilitating effective learning and to promote the concepts of ownership and ‘reflection on learning’ (Stefani, Clarke, & Littlejohn, 2010).

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