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  • By, Intan Ristiani Siliwangi University

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    Intan Ristiani
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    Students found both digital and non-digital learning sources to have benefits and weaknesses for engagement. Digital sources were seen as simple, economical, effective, and efficient, allowing students to access up-to-date information from many links practically anywhere. However, digital sources could also be untrustworthy, addictive, and cause eye irritation or dizziness. Non-digital sources were seen as more challenging but could become outdated and expensive, be hard to find, and be boring. Overall, the study found both media types impacted student engagement in different ways based on their individual strengths and weaknesses.

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    Students found both digital and non-digital learning sources to have benefits and weaknesses for engagement. Digital sources were seen as simple, economical, effective, and efficient, allowing students to access up-to-date information from many links practically anywhere. However, digital sources could also be untrustworthy, addictive, and cause eye irritation or dizziness. Non-digital sources were seen as more challenging but could become outdated and expensive, be hard to find, and be boring. Overall, the study found both media types impacted student engagement in different ways based on their individual strengths and weaknesses.

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    10 views14 pages

    By, Intan Ristiani Siliwangi University

    Uploaded by

    Intan Ristiani
    Students found both digital and non-digital learning sources to have benefits and weaknesses for engagement. Digital sources were seen as simple, economical, effective, and efficient, allowing students to access up-to-date information from many links practically anywhere. However, digital sources could also be untrustworthy, addictive, and cause eye irritation or dizziness. Non-digital sources were seen as more challenging but could become outdated and expensive, be hard to find, and be boring. Overall, the study found both media types impacted student engagement in different ways based on their individual strengths and weaknesses.

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    of 14

    MICRO- AND MACRO-PERSPECTIVES

    ON STUDENTS’ ENGAGEMENT
    TO DIGITAL AND NON-DIGITAL LEARNING SOURCES

    By,
    Intan Ristiani
    Siliwangi University
    Appropriate
    Instructional Media

    Experiences
    Introduction
    21st Century Learning

    Current Perspective

    The Utilization of Instructional


    Media

    Digital Non-digital
    Current Study
     Web 2.0 Tools in Language Teaching: What Do
    Student Teachers Think? (Cephe and Cem, 2012)
     Assessing ELT Pre-Service Teachers via Web 2.0
    Tools: Perceptions toward Traditional,Online and
    Alternative Assessment (Cirit, 2015)
     Implementing Mobile Language Learning
    Technologies in Japan. McCarty, S. (2017)
    Aims
    IMPACT

    Engagement

     Students’ Perspective

    Students’ Perspective
    Students’ Perspective

    Instructional Media

    Students’ Perspective
    DIGITAL LEARNING SOURCES
    DIGITAL LEARNING SOURCES
    CALL and TELL
    NON-DIGITAL LEARNING
    SOURCES
    ENGAGEMENT OF LEARNING
    Methodology
    Participants Research Method

    104 4th grade students in one Exploratory survey research


    of University in Indonesia

    Data Collection Data Analysis

    Online survey : Thematic analysis


    -Questionnaire
    -Interview
    RESULT
    Digital Learning Sources

    Benefits Weaknesess

    Spend quota data


    Simple Untrustworthy link
    Economize Addicted
    Effective Make eyes irritated
    Efficient Making dizzy
    Many links
    Up-to-date
    Practical Increase knowledge
    Enjoyable Can do discussion
    Send file Can use everywhere
    Voice note
    Chat
    Peer editing
    Motivate
    Engage
    RESULT
    Non-Digital Learning Sources

    Benefits Weaknesess

    Challenging Expensive
    Can highlight Making confused
    Can scratch/take notes Outdated
    Hard to find
    Boring
    CONCLUSION

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