Keyword: digital learning

ABSTRACT: This study explores learner experiences with augmented podcasts (APs), an innovative multimodal learning format that uses two formats in this case: MP3 file + PDF file of the screenshots used in the lecture. Situated within a larger mixed method study, this qualitative analysis is an extension of the earlier quantitative findings that evaluated effectiveness of APs through test scores. The present study delves into the uncaptured nuances of learner engagement—examining how students interact with, experience, and make meaning from this novel format. Using purposive sampling from Tier 2 and Tier 3 Indian cities, the study makes use of interviews conducted with 20 students to identify perceived facilitators and barriers to AP use. Findings of this study reveal that this experience of learning using APs which encourage learner autonomy, fostered enhanced cognitive engagement, multisensory integration, and deeper involvement. It was noted that students valued the format’s integrated cues and layered delivery, which encouraged focused learning and sustained attention. However, issues with pacing, language accessibility, and digital fatigue were mentioned by some students. This study adds to the growing discourse about inclusive, scalable, and learner-informed digital innovations in education by elevating the voices of students while confirming the pedagogical value of APs.

ABSTRACT: Refugee integration into healthcare is a global challenge, with millions facing barriers in accessing healthcare services due to language, cultural differences, and limited health literacy. In response to these challenges, this study explores the experiences and recommendations contributed by individuals directly involved in the co-design and co-creation of a massive open online course (MOOC) and its effectiveness in addressing refugees’ integration into the European healthcare system. A bimodal research approach was employed, combining qualitative insights from individuals involved in the design and development of the MOOC and quantitative data from refugees and professionals engaged in the MOOC’s evaluation. Stakeholder discussions were conducted to explore experiences, challenges, and recommendations related to MOOC development. Additionally, a Computer System Usability Questionnaire (CSUQ) was administered to evaluate the MOOC’s usability, quality, and interface. Stakeholder discussions emphasized the importance of collaboration, cultural sensitivity, and participatory design in MOOC development. Involving stakeholders and refugees in this participatory process ensured that the MOOC addressed real-world needs and experiences. Additionally, CSUQ results indicated high participant satisfaction with the MOOC, with digital users’ literacy level and educational background influencing their perceptions. In summary, this study contributes to the ongoing discussion on refugee healthcare integration and the role of digital education in this context.

ABSTRACT: Sub-Saharan Africa having remained economically poor throughout its more than sixty years of independence and relying on the finding that the acquisition of a high level of digital and entrepreneurship skills tends to create wealth for nations in modern times, this study investigates the extent to which sub-Saharan Africa’s higher education institutions may leverage the facilitation of the learning of digital technologies and entrepreneurship for Africa’s economic emancipation through lifelong learning. The work carried out at the level of eight (8) lifelong learning outfits of eight (8) premier universities drawn from the four (4) regions of sub-Saharan Africa is scrutinized through the administration of a six (6)-item questionnaire with a view to establish whether or not Africa’s higher education institutions are currently facilitating the learning of digital technologies and entrepreneurship through lifelong learning to a level that may promote Africa’s economic emancipation. The findings of the current study are that sub-Saharan Africa (i). possesses very few higher education institutions in comparison to the global average, (ii). is yet to prioritize lifelong learning both nationally and at the higher education level, and (iii). is incapable to produce the needed population of digital and entrepreneurship graduates that may propel its economic emancipation as a result of its current level of neglect of lifelong learning.