Abstract
In Australia every 15 year old can access a
computer at school and more than 90% uses computer for school work. However, Australia do not do enough to engage
children with STEM concepts, therefore they anticipate that digital
technologies will be central to development for the skills for the future. However, during Covid-19, lockdown forced the
education system to adopt e-learning as an alternative to halted face-to-face
learning. The essay develops the transformation of digital learning in
Australia universities by exploring on its opportunities. They include but not
limited to promotion of the technical skills, reducing costs, fostering
connections, improvement feedback, booster collaboration, enhancing student fan
and improving adaptability. These aspects are detailed described using online
learning theories and models that include but not limited to cognitive load
theory, RAT model and online collaborative learning theory. The essay
recommends that in order to improve these opportunities digital learning should
be implemented fully and constantly be improved in accordance to rapid changes
in technology.
Introduction
One
of the government researches has indicate that 46.6% of the online students
completed their qualification over a period of more than half a decade compared
to 76.6% for internal, face-to-face students (Stone, 2019). Higher education is
significantly transformed by the growth in online learning, with ballooning
number of the universities worldwide offering degrees programs in online,
digital mode of learning. Australian education possesses a long history of
‘distance learning’ fundamentally offered by the regional universities.
Digital learning, an emerging technologies are
impacting the education sphere deeply. This technology are transforming and
enabling the paradigm shift in high education in Australia. In a broad view,
technology in education is considered a bizarre problem and a
conundrum. Precisely, it is central to an unbearable disturbance to
education. Thus, it is difficult to amass an opposition to lure and the
illusion of technology’s potentialities in the education sector. Furthermore,
for the education stakeholders, technology are classified as a ubiquitous
problem since it is perceived as the agent of change in society. In this
review, the curriculum and schools are viewed as the inhibitor and instigators
of change (Lobo et al., 2022). . Rapid changes
and emerging of digital learning in the contemporary world have resulted in
intense discussion, research and myriad claims on its potentialities. This in
turn has spurred the stakeholders to make statements claiming digital learning
is a game changer in the transformation of the education system. This essay,
therefore, is designed to help in informing the development of digital learning
and their positive impact on the transformation of higher-education in
Australia.
The
essay is divided into three segments. The introduction part briefly discusses
the potentialities of digital technology in relation to transformation of
Australian higher-education. The segment
is followed by the digital learning opportunities that further develop on the
potentialities of digital technology using various relevant theories and data.
The third and concluding segment highlights the key points and recommendations.
Key
ideas and terms
The “e-learning” concept is classified as part
of the technology movement, especially with the advanced evolution of
technology in the contemporary world. Therefore, digital learning refers to students
utilizing technology as a part of the instructions in formal educational sphere
(Harju et al., 2019). Australian schools are adopting the concept in their
learning and teaching to enable teaching and effectively satisfy students’
needs concerning academic assessments teacher's notes, discussion forums and awarding
of grades.
Digital learning theories and models help to
understand the manner in which the design principles can be integrated in
instructions to enhance effectiveness in learning.
Context (reasons for digital learning)
Educational technologies represent a wide
range of digital tools that cut across all departments of the education system
in Australia. With the advent of the 21st century, technology has been
significant in enhancing quality in the education realm. Digital learning due
to technology is a prerequisite for teachers to teach, students to learn and
administrators to manage learning institutions. While it is salient to consider
the developments of educators and schools made to the evolution of technology
and it is also right to factor in its ripple effect on higher education in
Australia. In addition, the outbreak of COVID-19 impacted negatively the
Australian education calendar (Onyema et al., 2020). During the pandemic,
schools were closed and institutions were forced to devise mitigation
strategies that will combat the adverse effects of the pandemic that threaten
to paralyze completely education system. Blended learning and online learning
were some of the approaches that were used to ensure schooling is still going
on (Burns, 2021). While
digital studying required students to remain at home and learn through the
digital space. Blended learning is the combination of face-to-face and online
learning. Precisely, digital learning
transformed the education sector and they are expected to develop further and
integrated deeply even during the post-Covid-19 era.
Issues (Educational Technologies
Opportunities)
Digital learning has therefore improved
education in Australia in various spheres that include but are not limited:
ü Promotion of the technical skills- the skills
are necessary to navigate through the platforms and for professional success
ü Increased collaboration and engagement –
learning becoming more intense from both ends for appropriate clarification and
reliant feedback
ü New ways of learning- using modern effective
ways of learning to build on student and teachers competence
ü Changed roles of teachers and students in
classroom- shift from the traditional roles to modern roles that demand more
engagement and interactions from both parties.
Digital opportunities factors
Promotion of technical skills, improve
efficiency and efficiency
The integration of digital learning in higher
universities in Australia is central to the development of a myriad of skills. Digital technology as a modern technology
strives to build knowledge, understanding and skills to ensure that students
succeed individually and as a team. The instructive and exciting
functionalities of the digital learning form the bedrock for the promotion of technical
skills. In Australia, technology skills are sharpened through a wide range of
technology-related subjects that include but are not limited to technical
studies, computing, and industrial arts and business studies (winter et al.,
2019). The above elective subjects work collectively to achieve the outcome for
technology education. Precisely, the technological solution should enable the
students to have the necessary skills to navigate technological solutions to
solve problems facing society. Implementation of digital tools in school impart
students with technical skills expands the learning opportunities for the
students. For instance, the introduction of digital learning using the cloud
computing system will prompt students to understand the cloud computing
technical skills to comfortably navigate through the system. On the other hand,
teachers have leverage on technology to achieve high levels of productivity and
efficiency. Teachers with technical technological skills can use their skills
to improve the overall learning process in the classroom. The teaching productivity is enhanced by
utilization of the technological aids a prerequisite for a better planning,
better and practical learning better digital resources. According to Dr. Joan Hughes,
RAT model helps the teachers to self-assess their integration of technology in
the classroom. Therefore, digital learning can be used as replacement,
amplification or transformation undergoing in the classroom. The transformation
aspects take place when the digital technology reinvents aspects of
instruction, learning or curriculum in news and innovative ways.
The technological transformation is changing
the dynamics of technical skills. Unlike previously where higher schools were
teaching traditional skills such as woodwork skills, students in the technological
sphere are impacted with modern and digital skills. Thus, Digital sphere do not
only avail avenue to promote digital skills but also an avenue where students
can practice and sharpen their skills. Furthermore,
the RAT model amplification aspects ensure that utilization of digital learning
technology in education increases efficiency, effectiveness and productivity. However,
the digital skills are not substitute to the traditional skills but work
together to improve on the productivity, sustainability and efficiency. In
relation to this argument, the replacement aspects explain that the utilization
of the digital learning technology will not change the instructional practices.
The technology is providing a different means to the same instructional end.
Increase collaboration and engagement
Digital learning education in universities in Australia
has fostered collaboration and communication. This aspect has enables
teachers to engage students during lessons and students to communicate with one
another. It can be noted that teamwork and communication are essentials
attributes that shape a successful professionals. Through, the introduction of
digital learning, there is a massive transformation in teaching and learning.
Survey has revealed at least 43% of Australian teachers and principals argue that
technology improves learning activities and 60% have believed that technology
has improved the learning experience of students with disabilities (Tradewind
Australia, 2020). In recent times, the integration of technology in the
Australian curriculum has been heralded as being able to increase student
engagement which is integral in improving academic performance. In the
Australian context, the Australian government has recognized engagement in digital
learning (Kearney et al., 2020). Students are purported to be engaged when they
participate in challenging the learning undertakings and precisely, those that
focused on critical thinking and collaboration through digital platforms.
Teachers on the other side are expected to use the digital learning platforms
to influence student online behavior, orientation, educational goals and
discussion topics. Therefore, to improve the e-learning, there must be
improvement in e-learning environment, learning interaction and learning
design.
Through online lessons and learning games,
students have the opportunity to work collectively to solve societal problems.
This argument is well explained using the online collaborative learning theory.
The online collaborative learning theory enables student with different
performance to work together towards a common goal. The students using the
digital learning are responsible for each other’s learning and also their
personal learning. Students work
together to also solve the ongoing educational challenges using the digital
learning platforms. In a nutshell, Hackathons have emerged as an ideal event to
find solutions too many challenges. Furthermore, Technology has facilitated
one-on-one interaction with teachers despite the geographical distance. Online
platforms provide students with the opportunity to ask classroom-relate
questions and even seek additional help on subject-related issues that need
further clarification (Crawford, 2009). Al-Samarraie et al. (2017) argues that
the core factor for a successful e-learning environment is the interaction that
should involve both the students and teachers. Further, the vehicle that brings
life to digital learning is confined to interactivity. Digital teaching
platforms have easy learning activities, precisely, at home students can upload
their homework and on the other side, teachers can access and review submitted
assignments remotely anywhere. Learning is perceived as an intended outcome of
engagement and a precursor to boosting academic performance. According to Zhu
(2012) sample population in her study reflected that each member had an
opportunity to contribute to group activities during online learning
collaboration and in turns help them to achieve more knowledge that those
students who studied individually. Thus, the incorporation of technology into
student and teacher engagement is a critical factor to improve the learning
experience.
New ways of learning
Digital learning has transformed education to
the point that teachers can easily create instructional materials to facilitate
new ways for students to learn and work collectively. In the contemporary
world, there is a wide reach of the internet. Therefore, the ubiquity of small
devices can connect to the internet. Furthermore, the school's instrumental
designers and educational technologies have device approaches to make the most
of the opportunities provided by the technology and progressive changes in
education so that it is available to students effectively and efficiently. To effective implement e-learning as new ways
of teaching there is implementation of cognitive load theory. According to
David (2015) Cognitive load theory is “the amount of mental effort involved in
working memory” during an activity that can be classified into germane,
intrinsic and extraneous effort. E-learning theory is casted on the cognitive
science principals that demonstrate on the manner of utilization and design of
educational technology to improve effective learning. Furthermore, the theory
is built based on the cognitive load theory. The cognitive load theory guides
the digital learning on the basis of work load. In the narrow view, since an
individual working memory has limited capacity and the brain is subjected to
distortion from overload if learners are subjected to too much information
hence resulting to inefficient learning. It is imperative to maintain balance
among these three types of load to promote learning efficiency.
The adoption of e-learning has been enabled on
the demand end by accessibility levels of computers and the internet, with more
than 60% of the population have used computers and accessing the internet (
Morris et al., 2006). A private research firm argued that by 2001, 67% of
Australian internet subscribers has been on the internet constantly for
about two years and more than 83% used the internet a week before the survey (
Gaynzev, 2005). The increase in access to and use of ICT, facilitated by most
of the universities in Australia investing in ICT resources have facilitated
learning in the digital model. McCann et al. (1998) highlighted the number of
factors that may be the cause of the rise in demand for e-learning “the growth
of the online economy and the consequent move from old to new economy; the
growing demand for skills and ongoing education; the developing global market
in education; and, the developing acceptance by teachers of the value of
e-learning as a teaching method”. The new ways of learning facilitated by these
technologies in universities in Australia enable lecturers to develop a higher
level of interaction, improving the understanding of students’ attitudes and behaviors
in a more transparent manner. Therefore, to make the most of the
technology opportunities, there has been massive growth and development of the
e-environment. E-environment has been upgraded by integration of wide range of digital
learning technologies such as development of mobile applications, connection
with social media forums and discussion forums and artificial
intelligence. In nutshell, the new way
of learning is still improving and in the future it may become the main
technique of teaching.
Changed roles of teachers
and learners in a classroom
The roles of learners and teachers have
changed with the adoption of technology in learning. Traditionally, the role of
teachers, similarly to what is depicted in de Valvoline’s illustration,
teachers in the classroom were the primary source of information and the
students passively received it. The model of the teaching “sage on the
stage” has been entrenched in education for a long period and also it is still
much in evidence in the contemporary world education curriculum (whitten, 2007).
Nevertheless, since the introduction of technology, education has changed its
dynamics on accessing information and educational opportunity. Currently in
many classrooms, teachers' roles are shifting to the ‘guide on the side’ as
learners are taking more responsibility for their learning using the integrated
technology to gather relevant information to improve their achievement
academically. Many universities across Australia have embraced the revamped
education curriculum that focused on redesigning the learning spaces to
facilitate new models of education emphasizing more on interaction and
collective responsibility and utilization of technology as an enabler. On
one side, teachers described comprehensive and multifaceted changes in their
teaching roles that include but are not limited to lesson design and materials,
pedagogy and even assessment. These changes fundamentally have strong workload
implications. Although, the majority of the teachers considered workload
demands so challenging; technology, especially during the COVID-19 period help
in easing the workload (Oliviera et al., 2021). With teaching roles adjusting,
most of the teachers have reported that they value the opportunity availed by
technology to learn and implement new IT skills, platforms and activities. On
the other hand, for students, digital platforms provide a better way of
approaching their learning role. Precisely, during covid-19 higher schools in
Australia ceased face-to-face learning and instead adopt digital learning.
Unlike in the in-person classroom where most of the research work was conducted
by the teachers, in online learning students were required to intensify their
research work a prerequisite for tackling assignments and effective
participation in the group discussions.
Conclusion
Australian higher-education education
curriculum is currently undergoing significant changes that will affect the
future. Amongst the changes is the incorporation of technology in the
curriculum. Arguably, technology is changing the dynamics of every sector from
business to education. Thus, with technology fully incorporated into the
education sector, the sector is bound to experience massive transformation.
Currently, technology is only partially included in the education sector.
However, they are drastic changes already experienced associated with partial
integration. Digital education promotes the skills and abilities prerequisite
for an individual to be successful and effectively traversing. The skills are
not meant to replace traditional skills, such as woodwork skills but only
complement them and improve efficiency. The education transformation has been
slowly since some of the education sector stakeholders have been reluctant to
embrace new technology. However, the unprecedented outbreak of the COVID-19
pandemic increases the speed of embracing technology in education because
digital learning was the only mitigation strategy to deal with the lockdown. In
a nutshell, though technology has transformed and improved education in
Australian higher schools, some areas need to be improved. Therefore, this essay recommends the following
ways that will maximize on the digital learning opportunities:-
The development of better assessment
tools will be a necessity to deal with the problem and help in improving the
quality of digital education.
With the complexity of managing time
and heavy workload, many students become unmotivated concerning their studies
hence facing the risk of poor performance academically, therefore, digital
learning should ensure appropriate workload to students.
With a poor internet connection, universities
students in Australia will unable to access electronic materials easily and
effectively, In turn, it makes some of the students unmotivated to engage
themselves in online libraries. Thus, improving on the internet connectivity
will enhance accessibility of digital libraries.
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