A2 Refereed review article in a scientific journal
Digital Learning Interventions in Higher Education A Scoping Review
Authors: Sormunen Marjorita, Saaranen Terhi, Heikkilä Asta, Sjögren Tuulikki, Koskinen Camilla, Mikkonen Kristina, Kääriäinen Maria, Koivula Meeri, Salminen Leena
Publisher: LIPPINCOTT WILLIAMS & WILKINS
Publication year: 2020
Journal: CIN: Computers Informatics Nursing
Journal name in source: CIN-COMPUTERS INFORMATICS NURSING
Journal acronym: CIN-COMPUT INFORM NU
Volume: 38
Issue: 12
First page : 613
Last page: 624
Number of pages: 12
ISSN: 1538-2931
eISSN: 1538-9774
DOI: https://doi.org/10.1097/CIN.0000000000000645
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.
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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