Digital learning interventions in higher education : a scoping review
Sormunen, Marjorita; Saaranen, Terhi; Heikkilä, Asta; Sjögren, Tuulikki; Koskinen, Camilla; Mikkonen, Kristina; Kääriäinen, Maria; Koivula, Meeri; Salminen, Leena (2020-12-01)
Sormunen, Marjorita PhD, RN; Saaranen, Terhi PhD, RN, PHN; Heikkilä, Asta PhD, RN; Sjögren, Tuulikki PhD, PT; Koskinen, Camilla PhD, RN; Mikkonen, Kristina PhD, RN; Kääriäinen, Maria PhD, PHN; Koivula, Meeri PhD; Salminen, Leena PhD, RN, PHN Digital Learning Interventions in Higher Education, CIN: Computers, Informatics, Nursing: December 2020 - Volume 38 - Issue 12 - p 613-624 doi: 10.1097/CIN.0000000000000645
Copyright © 2020 Wolters Kluwer Health, Inc. All rights reserved. This is a non-final version of an article published in final form in CIN: Computers, Informatics, Nursing: December 2020 - Volume 38 - Issue 12 - p 613-624 doi: 10.1097/CIN.0000000000000645
https://rightsstatements.org/vocab/InC/1.0/
https://urn.fi/URN:NBN:fi-fe202201041167
Tiivistelmä
Abstract
This scoping review was undertaken to synthesize and describe research related to digital learning interventions in higher education, focusing on technological outcomes. Five electronic databases were searched, and 86 articles were included in the review. The data related to positive and negative technological outcomes and authors’ suggestions were analyzed using inductive content analysis. The articles represented six disciplines across six continents and included quantitative (n = 65), qualitative (n = 3), and mixed-methods (n = 18) intervention studies. For positive technological outcomes, digital formats of learning were considered effective and participatory forms of learning in a majority of the articles. The students appreciated individualized and self-paced learning, and the digital form increased their motivation to learn. Automatized technical solutions that enabled learning and teaching had several advantages, and digital learning was believed to save the resources of students, teachers, and organizations. For negative technological outcomes, the technical difficulties in using the digital devices or platforms were described the most, and a need for resources was identified. Feedback from teachers was considered important from positive and negative viewpoints. Authors’ suggestions for future digital teaching and learning as well as related interventions consisted of various activities, resources, environments, and methods.
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