{"id":64707,"date":"2022-09-08T00:01:29","date_gmt":"2022-09-08T04:01:29","guid":{"rendered":"https:\/\/world.edu\/?p=64707"},"modified":"2022-09-08T00:01:29","modified_gmt":"2022-09-08T04:01:29","slug":"under-what-conditions-do-digital-tools-help-students-succeed","status":"publish","type":"post","link":"https:\/\/world.edu\/under-what-conditions-do-digital-tools-help-students-succeed\/","title":{"rendered":"Under what conditions do digital tools help students succeed?"},"content":{"rendered":"

\"\"<\/span><\/p>\n

To feel competent, autonomous and socially integrated: these are the three\u00a0<\/span>fundamental needs<\/span><\/a>\u00a0of students that must be met if we want them to be able to learn effectively.\u00a0In any case, this is what the psychology of education teaches us, and these needs are involved in the motivation and well-being of students.<\/span><\/p>\n

The closure of universities and educational institutions during the Covid-19 pandemic has caused a massive use of digital tools in teaching and learning.\u00a0At the end of this period, the teachers have not put these computer tools and skills away.\u00a0On the contrary, hybrid education (combining face-to-face and online activities), which has already been gaining momentum for several years, has become even more entrenched in the university landscape.<\/span><\/p>\n

What adjustments are needed to continue to meet student expectations?\u00a0How can digital tools meet their needs to\u00a0<\/span>support their success<\/span><\/a>\u00a0\u00a0?<\/span><\/p>\n

Feel competent<\/strong><\/h4>\n

Research has long shown the positive\u00a0<\/span>influence<\/span><\/a>\u00a0of formative feedback, that is, feedback that aims to inform students of the level at which they are at rather than grading or classifying them.\u00a0This feedback can be given following exercises, work or activities carried out as part of the course, and digital tools make it possible to automate them.\u00a0For example, it is possible to carry out MCQs, fill-in-the-blank exercises, association or classification exercises and provide feedback to students based on their answers.<\/span><\/p>\n

Feedback<\/span><\/a>\u00a0can include the correct answer with an explanation or additional information, but can also refer students to specific sections of the course.\u00a0They are all the more effective as they contain information.<\/span><\/p>\n

This approach allows students to become aware of the\u00a0<\/span>gaps<\/span><\/a>\u00a0that exist between the targeted learning objectives and the current state of their knowledge and guides them in the actions to be taken to fill these gaps.\u00a0Therefore, formative feedback reinforces self-regulation and enables students to manage their own learning.\u00a0They can thus observe their progress thanks to evaluations without academic stake, and research shows that this mechanism can promote a\u00a0<\/span>positive perception<\/span><\/a>\u00a0of their skills.<\/span><\/p>\n

Offering this type of online activity to students also transforms their relationship to error.\u00a0Students are less afraid of making mistakes when doing exercises online because when they make a mistake, it’s easier for them to go back and start over, over and over again.\u00a0In addition, receiving negative feedback from a machine rather than from the teacher\u00a0somehow\u00a0<\/span>erases the associated social pressure. <\/span><\/a>Under these conditions, making errors would have little deleterious effect on students’ sense of competence.<\/span><\/p>\n

Feel autonomous<\/strong><\/h4>\n

Studies<\/span><\/a>\u00a0suggest\u00a0that to meet this need for autonomy, it is necessary to mobilize the intrinsic motivation of students, in particular by emphasizing the interest of the content taught, by promoting a deep understanding of it and an explanation of the links with\u00a0<\/span>professional practice<\/span><\/a>\u00a0. .\u00a0Again, digital tools can support this sense of performing tasks by personal choice, not coercion.\u00a0Thus, teachers may consider:<\/span><\/p>\n