126

Copyright © 2018, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.

Chapter 8

DOI: 10.4018/978-1-5225-4080-9.ch008

ABSTRACT

In this new millennium it is a challenge for educators to promote digital experiences that lead to ef-fectiveness 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 experi-ence 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 ecol-ogy of ongoing participation, self-expression, and recognition in their learning skills also contributes to the ever on-going process of learning.

INTRODUCTION

Digital learning is any instructional practice that effectively uses technology to strengthen a student’s learning experience (VanderArk, & Scheneider, 2012). It brings forward innovative teaching that leads to creative learning, by implementing new methods, tools and contents that can benefit learners and their creative potential (Ferrari et al. 2009). It is also in line with the Taylor’s University Strategic Plan 2012-2016, that promises a conducive and responsive learning environment that embraces technology.

Digital Experience Moving Toward Greater

Learning ExperienceKit Wai Leong

Taylor’s University, Malaysia

Roslina Abdul LatifTaylor’s University, Malaysia

127

Digital Experience Moving Toward Greater Learning Experience

It is also highlighted in the Times Higher Education (Minsky, 2016), that the World’s best young universities which are under 50 years, showed that student success can be achieved in non-traditional ways. It indicates the need for educators to promote innovative teaching pedagogies that lead to effective-ness and holistic contribution in the learning process for the millennials, where the technology-enhanced learning (TEL) setting has made the student digital experience a central concern. Furthermore, with the adoption of our institutional systems and infrastructure – Taylor’s Integrated Moodle e-Learning System (TIMES), together with a vast range of tools – including different devices and services to help prepare our students for success in the world beyond.

We have to accept the fact that how students learn best changes over time, hence it is important to gauge their learning experience from the implementation of innovative teaching practices (Bildfell, 2015). This technique was applied for the Audio Visual Production module at the foundation level. It reflected the effective integration of innovative teaching pedagogies and helped to construct effective teaching practices to engender more meaningful learning experiences.

Let’s not get into the complex nuances of innovative teaching pedagogies now. It’s a matter of how we marry the new tools and pedagogies with Moodle that complements blended learning opportunities to open up a greater learning experience to promote students’ digital expertise for the future.

BACKGROUND

The combination of wireless technology and mobile computing has resulted in escalating transforma-tions 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 in-volved 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).

At this point, innovative teaching should be ‘student-centered’, where the educator ensures an inclusive learning experience with the use of innovative teaching methods and teaching strategies, innovative use of teaching content, innovative use of teaching resources and innovative evaluation (Chen, 2009; Ma, 2007; Tan, 2010). This is all done to facilitate active learning and development of the creative potential of students, to stimulate their learning interests and to improve learning effectiveness in the teaching and learning processes.

128

Digital Experience Moving Toward Greater Learning Experience

In 2009, the University of South Australia (UniSA) launched the Personal Learning Environment initiative, which included the establishment of learnonline – a learning management platform. With more than 11 million student log-ins to learnonline in 2014 it was clear that UniSA was well advanced in its blended model of teaching, where digital resources complemented face-to-face teaching. Adoption of innovative teaching promoted student-centered pedagogy, personalization and individualization of learning, which allowed students to have a say in the planning and implementation of the tasks (Craft, 2005; Williamson, 2009).

MAIN FOCUS

Based on the available research and the arguments presented above, the main objective of this research was to evaluate the student’s perspective on how the digital experience where specialized skills such as design, data analysis, reference management and journal searches (Beetham, 2014) – are formally learnt as part of the curriculum. This experience also lead them to experiment, learn from each other, and create their own blend for a better learning experience. Most importantly, we need students to co-construct their digital environment, rather than just being consulted about it (Beetham, 2014) which is more focused on developing resilient individuals.

This research also attempts to identify the reception (perspective) of our millennials, specifically the Audio Visual Production students through the digital experience when we hook up campus spaces with the WorldWideWeb concept (Alexpander, 2006). It can also promote innovative teaching methods such as cooperative learning (Lan, Sung, & Chang, 2007; Roschelle, Rafanan, Bhanot, Estrella, Penuel &Nussbaum, 2010), exploratory learning outside the classroom (Liu, Lin, Tsai, & Paas, 2012) and game-based learning (Klopfer, Sheldon, Perry & Chen, 2012).

Building on the theoretical base, we identified three core areas which are critical for educators’ in-novative teaching. We also attempted to investigate the benefits of the digital experience in relation to students learning experience. Furthermore, it also helps to construct more effective teaching pedago-gies to engender more meaningful learning experiences. One thing is sure; change is upon us. We, as educators have to face the challenge, seize the opportunities to build a better way to learn and - by doing so - to create a better future for the students.

THREE CORE AREAS

1. Learn to become more agile2. Learn to become more flexible3. Learn to become more copious

Taylor’s Integrated Moodle e-Learning System (TIMES)– the learning management platform, where the Audio Visual Production students log-in to learn online with its blended model of teaching, improved the utilization of digital technologies to provide authentic experiential learning opportunities. The digital innovations in teaching and learning can be undertaken seamlessly, reliably and sustainably within our overarching learning platforms.

129

Digital Experience Moving Toward Greater Learning Experience

METHODOLOGY

In this study, focus groups were conducted to examine the feedback on digital experiences for the dura-tion of teaching the module. Focus groups can be utilized in research to explore further and ascribed for being faster and less exorbitant than individual interviews (Barbour & Kitzinger, 2001). This method is indispensable for discussing the effects of how digital experience lead to greater learning experiences and addresses the research questions.

The aim of the discussion is to gauge a broad range of perception on the research questions (45-60 minutes) and to create an environment where participants feel comfortable to express their views (Hen-nink, Hutter & Bailey, 2011).

14 participants were preselected and have similar backgrounds (all have taken the Audio Visual Pro-duction module) and have shared experiences to gauge their perspectives toward the Innovative teaching pedagogies for Audio Visual Production.

During the focus group session, a trained moderator facilitated the discussion to gain breadth and depth from participants’ responses in order to create and maintain a conductive environment for a dia-logue (Goldman & Waymer, 2014).

DATA GENERATION AND COLLECTION

All sessions were audio and video taped – a common practice within research that uses this method (Morgan, 1997) to facilitate later analysis (Steward & Shamdasani, 1990, p. 21). The moderator started the session with an introduction to the research topic and overview of the background and purpose of

Figure 1. Taylor’s Integrated Moodle e-Learning System (TIMES).

130

Digital Experience Moving Toward Greater Learning Experience

the focus group for the first 5-10 minutes (Kruger, 2002). The moderator then led the groups through questions regarding the research topic and facilitated the discussion among the group members (Steward & Shamdasani, 1990, p. 21). Each answer from the participants was transcribed to facilitate easy analysis according to the research questions and across similar or opposing opinions.

ANALYSIS OF DATA

After the data gathering, the researchers change the names of the participants from 1-14 to preserve confidentiality, and began the data analysis. Participant from 1-5 were from Group 1, 5-9 were from Group 2, 10-14 were from group 3.

By using inductive analysis, the researchers were able to condense the extensive and varied raw data into a brief, summary format; and to establish clear links between the research objectives and the sum-mary findings (Thomas, 2003).

This process demonstrates how analysis of the raw data from the interview transcripts proceeded toward the credentials of central ideas that captured the phenomenon of technical innovation that used feedback for the duration of teaching the Audio Visual Production module.

The reliability and validity is examined through procedures of checking the transcripts for obvious mistakes (Creswell, 2009), and cross-checking a thorough description of the research ideas/data from the multiple participant perspectives to support these ideas/data.

Ethical recruiting is imperative to ensure the data collected from the focus group are truly representa-tive of the targeted themes that will lead to valid results (Stewart, 2011).

FINDINGS AND DISCUSSIONS

The findings of this study have proven that the digital experience has a positive impact toward learn-ing experiences. From the three core areas conducted, the results report the learning has become more agile, more flexible and more copious which have a direct impact on their digital learning experiences.

LEARNING BECOME AGILE

According to Massachusetts Institute of Technology Office of Digital Learning (2015), the application of learning technologies in the classroom and pioneered learning platform with various tools/technologies that enhance visualization, facilitate knowledge mapping, crowd-source review of assignments, integrate games into learning, conduct experiments via remote access to tutorials, workshops and other activities, produce about twice the amount of learning gains compared to traditional instructions.

As an educator, we envision that digital technologies will enable better ways and new possibilities beyond the limits of our current imagination. The arrival of digital environments have redesigned learning for students to progress to higher study and employment. The result showed that for the Audio Visual Production Module, students denote 100% learning progression with the use of technology in class. Students are agile and adaptable for future technology breakthroughs and professions.

131

Digital Experience Moving Toward Greater Learning Experience

The current features of Taylor’s Integrated Moodle e-Learning System (TIMES) enable the module outline to be made available to students prior to the commencement of the course. The module outline contains important information about the course objectives, assessment requirements, text books, teach-ing staff and other supporting tools or websites. Most students expressed that they can search for extra information to add knowledge and input topics that they are learning in class.

Figure 2. The relation between the use of technology in class to the learning progression.

Figure 3. Taylor’s Integrated Moodle e-Learning System (TIMES) enable the module outline to be made available to students prior to the commencement of the course.

132

Digital Experience Moving Toward Greater Learning Experience

Participant 6 highlighted her perceptions towards the experiment of music composing/creation task that engage online apps to create and produce music and also allow for greater interactivity between the teacher and the student. This is also helps to develop students with skills of information management, understanding and questioning, critical thinking and knowledge application.

I like Ujam, because we get to experiment with the classroom activity in group when one of us have to sing something and convert into a type of music, we get to know what genre of music, instruments that we wish to change to. That’s was fun. For the music creation, because we have music video assignment which is 4-5 mins in duration, we can make our own music with it. And it’s like automated, if you like to have drums, you can just change it. [Participant 6; Focus Group 2]

Participant 8 described on the how Pro-Tools software improve the effectiveness of learning, with adaptation to individual needs. It can also have a significant effect on the result.

We have the radio commercial assignment with Pro-tools that we did in the recording studio. In order to complete the assignment, we have to get familiar with the system, it’s help for the assignment because we are force to use it. And we get the high score, 9/10. [Participant 8; Focus Group 2]

Digital learning with Ujam and Pro-tools, can support our students to become industry-engaged professionals with the digital competencies required to excel in their future careers. This proves that blended learning is consistent with the values of traditional higher education institutions and has poten-tial to enhance both the effectiveness and efficiency of meaningful learning experiences (Garrison &

Figure 4. Taylor’s Integrated Moodle e-Learning System (TIMES) enable supporting tools or websites such as Ujam, Podbean (SoundCloud) and tutorial video to be downloaded as shown above as basic inputs for student reference.

133

Digital Experience Moving Toward Greater Learning Experience

Kanuka, 2004). This paper also highlights the intimate relationship between technological development and globalization (e.g., Hrynyshyn, 2002; Rycroft, 2003), the use of current application of innovative teaching pedagogies that constitute an enhancement of quality of learning and teaching.

LEARNING BECOME FLEXIBLE

Learning has become more convenient and flexible. Digital learning makes education more accessible and affordable to students on campus and also anywhere. It gives flexibility to students in or outside the classroom setting. Since digital technology is mobile, students turn ‘nomad’ carrying conversations and thinking across campus spaces, but now with the ability to google a professor’s term, upload a comment on padlet, and check for updates on assignment briefs - all while striding across the quad (Alexander, 2006). Hence, learning has become more efficient and flexible - students can choose where and when they study, it helps balance their work, study and personal commitments.

Technology-enhanced learning (TEL) can improve the efficiency of distribution. A recent Bristol Online Survey (BOS) showed over 7,000 higher education students found that nearly three-quarters thought digital technology improved their learning when used effectively by teaching staff (Davies, S., Mullan, J. & Feldman, P. (2017). Digital assessment on TIMES (quizzes) provided a useful way to evaluate students’ knowledge on a particular subject or area of study and offered students rapid feedback on their understanding, provided guidance to incorrect responses, corrected misperceptions immediately and helped students to figure out problems in real-time. The interactive environment setting engaged students in their learning journey.

The participants also felt that they benefited with the digital experience by using Final Cut pro, iMovie, Motion, iCoulds, iDVD, Audacity, Ujam, Kahoot, GarageBand, ProTools, iBook, SoundClouds, YouTube, TiMES, Teacherkit, Google drive/doc, Google sites, Degoo and etc. They were empowered to actively be involved for the authentic learning process. This is because learning is best when they are allowed to construct a personal understanding based on practical experiences and reflecting on those involvements.

Participant 1,2,3,4,5 mentioned that:

We used a lots of software/apps such as Final Cut pro, iMovie, iCoulds, iDVD, Audacity, Ujam, Kahoot (quiz) that like game, with music but we had wifi problem, iBook, YouTube, TiMES, the attendance apps – TeacherKit, Google drive/doc, Google sites in between practical or tutorial sessions. [Participants 1,2,3,4,5; Focus Group 1]

Most of them expressed that they need to be given more flexibility to the module and this encourages innovative learning among them. It’s proven that the lecture is being transformed from a mundane task for students to receive ‘content’ from a single academic, at a single place, at a single time, to a resource that can be enriched with digital content from multiple sources and remain available for students to engage where and when they like, at their own pace, and with their own devices (University of South Australia Digital Learning Strategy 2015-2020). Furthermore, the intensification of personal web pages, blogs, podcasts and wiki are democratizing the creation of information (Beetham, H. & Sharpe, R., 2013) steering into the transformational paradigm of conventional teaching and learning as a consequence of the recent technological development.

134

Digital Experience Moving Toward Greater Learning Experience

Innovative teaching pedagogies also provide opportunities for students to collaborate with their peers in the creation of genuine and useful products (Reiners, T., Wood, L. C., Chang, V., Guetl, C., Herrington, J., Gregory, S. & Teräs, H. (2012). The development of audio video that involve a multi stage of collaboration from pre-production, production and post-production incorporates a variety of educational contexts, including face-to-face, self-directed, blended and outdoor learning environments.

Here we suggest multiple ways to reconsider the flexible learning needs of individuals, institutions and societies with multiple software/apps such as Final cut pro, GarageBand, Ujam and mobile green screen that ensures that the student activity will incorporate thinking and problem solving as if they were performing in a real-world environment for audio visual production.

It is difficult for an educator to follow the progress of each and every student. It is impossible to adapt the pace of the course to match individual needs. Hence, scaffolding provided during class is important. Student are also required to submit their assignments online (Clouds/YouTube, SoundCloud, Google drive/Dropbox) that allows better understanding of the students’ performance and understanding. The learning process and feedback tools are yet another development that allows students to monitor their own performance and adapt it to TIMES/Google sites/drive. Evidence shows that our millennials are being prepared adequately in schools for digital learning.

Figure 5. Taylor’s Integrated Moodle e-Learning System (TIMES) enable quiz set up on selected day and time which is convenient for students to be assessed from anywhere, furthermore it offered students rapid feedback on their understanding, provided guidance to incorrect responses, corrected mispercep-tions immediately and helped students to figure out problems in real-time.

135

Digital Experience Moving Toward Greater Learning Experience

LEARNING BECOME COPIOUS

The Audio Visual Production module required multidimensional elaborations from the students learning activities such as video shooting, storyboarding, editing, music composing and etc, hence learners needed to capture, store and label what they find, annotate or create (Sharpe, R, Beetham, H. & Freitas, S.D., 2010) their learning experiences. Learning becomes more copious. With the lecture capture (ReWind-On-The-Go), simulations, games, annotation technology and videos with multiple instructors provide a richer learning environment toward a fuller understanding of concepts. Lecture capture (ReWIND-On-The-Go) usage factsheet Mar 2017 showed an increase of 642% in students’ average viewing duration per ReWIND recording to catch up on contact hours they have missed and also to review past lectures.

The application of ‘Digital Game-Based Learning’ (DGBL) (Prensky 2003) could be combined with curricular contents to create interesting and engaging learning environments. This is due to online games that play a central role in young people’s lives outside school that holds a special fascination and provokes a deep sense of engagement in them (Facer, 2003; Kafai, 2001; Kirriemuir & McFarlane, 2004). Most students feel that Kahoot, a free game-based learning platform makes it fun and engaging to learn. The best way to play is in the classroom setting with the quiz question appearing on a shared screen. Students are required to answer on their own devices that are accompanied by music/sound ef-fect. Their comments are below:

Participant 2 emphasis on the how the Kahoot offer her with the engaging classroom environment that turn learning interesting.

Figure 6. REWIND-On-The-Go Usage Factsheet March 2017

136

Digital Experience Moving Toward Greater Learning Experience

Figure 7. Kahoot Quiz with the interactive setting favor by students the most, furthermore the result can be obtained spontaneously and also can be downloaded in excel for student to review later.

Figure 8. Downloadable Kahoot excel sheet for students’ reference.

137

Digital Experience Moving Toward Greater Learning Experience

I like Kahoot, because it helps us learn in an interesting way instead of listen to lecture that very dry in information. It’s quiz setting helps us learn in a very fun and interesting manner. [Participant 2; Focus Group 1]

Participant 3 added on the how the Kahoot blended with the fun playing game supported the display better. It also has an attractive and fascinating interface.

I like Kahoot, it is a new way to blend with educational tools with the music, colors - not so boring. Kahoot is interesting, a new thing for me, with the jingles and colors that refresh my mind helps me to think much faster, compare to quiz on paper, which is boring. [Participant 3; Focus Group 1]

Participant 5 elaborate further on how Kahoot rewards point based on speed, induces faster response for the quiz. This game-based platform enabled the instructor to set the pace for the game such as 20 seconds or even shorter.

I like Kahoot, because is fun and makes me response quick to the quiz. [Participant 5; Focus Group 1]

Participant 8 described how Kahoot turned the class to be so lively with a competing environment to stimulate interaction with one another.

I like Kahoot. You never see class so lively before. Everyone is so engaged to get the top 5 as we are competing against each other within 10-12 seconds. [Participant 8; Focus Group 2]

Participant 12 described how Kahoot showed the students their performances each time they answered the quiz based on accuracy of the answer and individual respond speed, hence everyone wanted to be top ranking on the displayed chart.

I like Kahoot, it is engaging, show us where you stand and how fast you get the answer, proof that how much we understand and how fast we react, cause it has a time limit to show how fast you answer and how many point you gain. [Participant 12; Focus Group 3]

The gaming mechanisms are required to encourage student engagement (and better manage their interaction/learning process in a step-wise fashion, rather than ‘throwing them in the deep end’), reflec-tion on and learning from, the flow-on effects of an interlinked immersive, authentic, virtual, awesome, environment; otherwise, the complexity of the interlinked simulation would be too great to ensure effective learning (Reiners, Wood, Chang, Guetl, Herrington, Teräs, & Gregory, 2012). By identify the reception (perspective) of our millennials (Audio Visual Production students) through their digital experience, it can also promote innovative teaching methods such as cooperative learning (Lan et al., 2007 ; Roschelle et al., 2010), exploratory learning outside the classroom (Liu et al. 2012) and game-based learning (Klopfer et al. 2012).

Participant 13 affirmed that the use of innovative teaching strategies can “create an environment that supports and encourages inquiry,” “broaden the learner’s experience of the subject matter,” and “elicit active and critical reflection by learners on their growing experience base”. And also to promote experi-ences in interaction, learning and access knowledge and information.

138

Digital Experience Moving Toward Greater Learning Experience

Audio Visual Production (AVP) module has more apps usage than others, where they use slides, Power Point, words that all. AVP has different application of apps weekly and it increase classroom participa-tion and new things for each week. [Participant 13; Focus Group 3]

LIMITATIONS AND CHALLENGE

The limitation and challenges for implementing the innovation might be most students are not aware of how the technologies they use at university can help them to succeed. According to Beetham (2014), students don’t know what is going to be transformative for them until they are fully engaged in their course to accommodate both academic context and professional discipline.

As mentioned by participant 7, the digital experiences are critical to establishing and maintaining a sense of belonging across “real” spaces where they wish to see the actual world in the industry compare to the virtual setting.

If lecturer can bring us to Astro or Media prima to explore further about the media industry will be better than the information derived from books, software and apps. [Participant 8; Focus Group 2]

The main problem that some students faced in Taylor’s might be not keen to be involved in develop-ing the digital environment.

Since it is not compulsory, thus we seldom check the materials on cloud provided if lecturer tell us, which one is important; then we will focus on it. It’s because we are Malaysian, we be spoon fed since standard 1. [Participant 4; Focus Group 1]

Furthermore, the students have no intention to use it on their own since it is not mandatory.

No initiative to do(use) it because it is not compulsory. [Participant 2; Focus Group 1]

Participant 5, 6, 7 & 8, highlighted that there are no balance in quality control especially the usage of low quality audio for the flip classroom spurned the interest to continue and follow the topic rather that perform their own research on the related topic.

The audio quality of others’ flip classroom needed to improvised in order for them to follow, if not we would rather perform our own research about the topic instead of watching the video with bad audio. [Participant 5,6,7 & 8; Focus Group 2]

The major challenges that they faced might be the instability of our bandwidth (internet) and take time to log in to our Moddle (Times).

The internet problem really affect our mood, sometime when it’s engaging (using Kahoot) but the internet suddenly down, make us feel bad. [Participant 12; Focus Group 3]

139

Digital Experience Moving Toward Greater Learning Experience

This is due to sometime Times is under maintenance and it take time to log in. [Participant 11; Focus Group 3]

The Moodle are not stable as it is according to participant 13 and it affect their submission dateline as mentioned by the participant 10.

We face problem when sometime some lecturer claims that the notes were on Times but when we log in it’s not, after check with the ICT or helpdesk, the notes still couldn’t found but it showed in the lecturer side. [Participant 13; Focus Group 3]

Certain things uploaded is not readable, it need further rectification by referring to ICT and they said it’s had fixed, but we still can’t detect the notes. It created miss-communication, as some lecturer claimed had uploaded the assignment brief on Times and needed to be submitted by next week, but we still don’t have the assignment brief display on Times. The consequences will be due date have to be extended and everything had to be delay. [Participant 10; Focus Group 3]

In addition to that, the equipment or software used might be not as up-to-date as offered by the in-dustry and some might be broken or under maintenances.

Need to have bigger screen to view the shooting material such like the CRT monitor used in the industry. [Participant 14; Focus Group 3]

Should update our school equipment. Some was broken or old, when we borrow there is no point for us to use when it’s spoil. [Participant 13; Focus Group 3]

There is no proper care for the equipment/software, and no supportive technical support to fix the problem faced which quite indispensable to the students.

TV in recording studio is not working, ear phone got lots of frequency noise and when we ask the media hub personnel to help but he can’t fix it, the maclab is old and sometime the keyboard, the button is not working. [Participant 12; Focus Group 3]

In order to create a conducive learning environment, all the digital services are critical to establish and maintain by all parties in supporting positive digital environment that are effective, and meet students’ need where innovative teaching should be ‘student-centered’.

CONCLUSION (LIMITATIONS, RESEARCH STUDY AND FUTURE)

The results from the study implies that the digital experiences 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 contribute to the ever on-going process of learning. The students needed to look for alterna-tives to develop their knowledge and skills. This was another factor to enhance their self-development.

140

Digital Experience Moving Toward Greater Learning Experience

The results also developed a culture of evidence-based practice and continuous improvement in the use of digital technologies in our teaching methods, their impact on student learning and graduate outcomes. Universities should be confident in the provision of what might seem to be basic services. Students appreciate and make use of the underpinning infrastructure for learning, even when this is often criticized as being an out of date with an unimaginative use of new technologies (Jones, Chris and Shao, Binhui 2011).

REFERENCES

Abdulwahed, M., Jaworski, B., & Crawford, A. (2012). Innovative approaches to teaching mathematics in higher education: A review and critique. Nordic Studies in Mathematics Education, 17(2), 49–68.

Alexander, B. (2006). Going nomadic: mobile learning in higher education. International Research Journal on Digital Future (FORMAMENTE). Retrieved from https://www.google.com/search?q=Alexander%2C+2006&oq=Alexander%2C+2006&aqs=chrome.69i57.35j0j7&sourceid=chrome&ie=UTF-8#q=Formamente+-+Anno+I+/+n.+0+-+2006

Barbour, R., & Kitzinger, J. (Eds.). (2001). Developing Focus Group Research: Politics, Theory and Practice. London: Sage Publications.

Beetham, H. (2014). Students’ experiences and expectations of the digital environment. Retrieved from https://www.jisc.ac.uk/blog/students-experiences-and-expectations-of-the-digital-environment-23-jun-2014

Beetham, H., & Sharpe, R. (2013). Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning (2nd ed.). Routledge.

Bildfell, A. (2015, Sept 1). Blog: What is Innovative Teaching and How Can We Implement it into Our Classrooms at the Post-Secondary Level? [Web log post]. Retrieved from https://carleton.ca/tasup-port/2015/what-is-innovative-teaching-and-how-can-we-implement-it-into-our-classrooms-at-the-post-secondary-level/

Collins, B., & Moonen, J. (2006). Flexible Learning in a Digital World: Experiences and Expectations. New York: Routledge.

Davies, S., Mullan, J., & Feldman, P. (2017). Rebooting learning for the digital age: What next for technology- enhanced higher education? Oxford, UK: Higher Education Policy Institute.

Doolittle, P. E. (1994). Teacher Porfolio Assessment. Practical Assessment. Research & Evaluation Journal, 4(1), 3.

Driver, R., Aasoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5–12. doi:10.3102/0013189X023007005

Facer, K. (2003). Computer games and learning. Retrieved from http://admin.futurelab.org.uk/resources/documents/discussion_papers/Computer_Games_and_Learning_discpaper.pdf

141

Digital Experience Moving Toward Greater Learning Experience

Ferrari, A., Cachia, R., & Punie, Y. (2009). ICT as a Driver for Creative Learning and Innovative Teach-ing. In E. Villalba (Ed.), Measuring Creativity (pp. 345-367). Luxemburg: OPOCE.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. doi:10.1016/j.iheduc.2004.02.001

Goldman, A., & Waymer, D. (2014). Identifying Ugliness, Defining Beauty: A Focus Group Analysis of and Reaction to Ugly Betty. Qualitative Report, 19(10), 1–19. Retrieved from http://nsuworks.nova.edu/tqr/vol19/iss10/2

Hennink, M. M. (2014). Understanding Qualitative Research. Oxford University Press.

Hrynyshyn, D. (2002). Technology and Globalization. Studies in Political Economy, 67(1), 2002. doi:10.1080/19187033.2002.11675202

Jaworski, B. (1994). Investigating Mathematics Teaching: A Constructivist Enquiry. London: Falmer Press.

Jones, C., & Shao, B. (2011). The net generation and digital natives: implications for higher education. York, UK: Higher Education Academy.

Klopfer, E., Sheldon, J., Perry, J., & Chen, V. H. H. (2012). Ubiquitous games for learning (UbiqGames): Weatherlings, a worked example. Journal of Computer Assisted Learning, 28(5), 465–476. doi:10.1111/j.1365-2729.2011.00456.x

Lan, Y. J., Sung, Y. T., & Chang, K. E. (2007). A mobile-device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, 11, 130–151. Retrieved from http://llt.msu.edu/vol11num3/pdf/lansungchang.pdf

Liu, T. C., Lin, Y. C., Tsai, M. J., & Paas, F. (2012). Split-attention and redundancy effects on mobile learning in physical environments. Computers & Education, 58(1), 172–181. doi:10.1016/j.compe-du.2011.08.007

Newman, T., & Beetham, S. K. (2016). Student digital experience tracker 2016: Results from the pilot project. Joint Information System Committee. Retrieved from http://repository.jisc.ac.uk/6436/2/Stu-dent_digital_experience_ tracker_pilot_report_-_June_2016_FINAL.pdf

Olsen, W. (Ed.). (2004). Triangulation in Social Research: Qualitative and Quantitative Methods Can Really Be Mixed. Ormskirk: Causeway Press.

Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1–12. doi:10.1016/j.compedu.2008.06.004

Prenksy, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1–6. doi:10.1108/10748120110424816

Prensky, M. (2003). Digital game-based learning. ACM Computers in Entertainment, 1(1), 1–4. doi:10.1145/950566.950596

142

Digital Experience Moving Toward Greater Learning Experience

Richardson, V. (2003, December). Constructisit Pedagogy. Teachers College Record, 105(9), 1623–164. doi:10.1046/j.1467-9620.2003.00303.x

Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M., & Claro, S. (2010). Scaf-folding group explanation and feedback with handheld technology: Impact on students’ mathematics learn-ing. Educational Technology Research and Development, 58(4), 399–419. doi:10.100711423-009-9142-9

Savery, J., & Duffy, T. (2001). Problem Based Learning: An instructional model and its constructivist framework. Available from: http://jaimehalka.bgsu.wikispaces.net/

Sharpe, R., Beetham, H., & Freitas, S. D. (2010). Rethinking Learning for a Digital Age: How Learners are shaping their own experiences. New York: Routledge.

Steckler, A., McLeroy, K. R., Bird, S. T., & McCormick, L. (1992). Toward Integrating Qualitative and Quantitative Methods: An introduction. Journal Health Education and Behavior., 19(1), 1–8. PMID:1568869

Stefani, L., Clarke, J., & Littlejohn, A. (2000). Developing a student-centred approach to reflec-tive learning. Innovations in Higher Education and Training International, 37(2), 163–171. doi:10.1080/13558000050034529

Steward, D. W., & Shamdasani, P. N. (1990). Focus Group: Theory and Practice. Sage Publications, Inc.

Tapscott, D. (1998). Growing up digital: The rise of the Net generation. New York: McGraw Hill.

Thomas, D. R. (2003, August). A general inductive approach for qualitative data analysis. Retrieved from http://www.frankumstein.com/PDF/Psychology/Inductive%20Content%20Analysis.pdf

University of South Australia. (2015). University of South Australia Digital Learning Strategy 2015-2020. Retrieved from https://i.unisa.edu.au/siteassets/staff/tiu/documents/digital-learning-strategy.pdf

VanderArk, T., & Scheneider, C. (2012). How Digital Learning Contributes to Deeper Learning. Re-trieved from http://net.educause.edu/ir/library/pdf/CSD6152a.pdf

von Glasersfeld, E. (1987). Learning as a constructive activity. In C. Janvier (Ed.), Problems of repre-sentation in the teaching and learning of mathematics (pp. 3–17). Lawrence Erlbaum Associates, Inc.

KEY TERMS AND DEFINITIONS

Agile: Agile learning is how individuals interact with innovative tools (software/apps) for authentic learning experiences.

Audio-Visual Production Module: Is a module for the Foundation Programme that offers hands-on experience on how to produce audio and visual production that enables students to venture into the world of broadcasting.

Copious: Copious learning drives learning passion with the immersive positive learning experiences.

143

Digital Experience Moving Toward Greater Learning Experience

Flexible: Flexible learning can take place anytime, anywhere, and anyway.Kahoot: Is a collection of questions on specific topics in quiz, poll, and survey created by teachers,

students, business-people, and social users. It is a social, fun and game-like learning environment.TIMES: Is an interactive learning management (LMS) platform owned by Taylor’s University,

specifically used to support the teaching materials/contents with lots of embedded activities that can be logged into by students anytime, anywhere, and anyway.

Ujam: Is an online music software/app that enables you to make/create different genres of music from rock, dance, folk, hip hop, etc.