Search

The study contributes to the nascent digital academic writing tutoring field by applying posthuman thinking while investigating intimate socio-material relations during a participatory action research project. Due to the COVID-19 pandemic (2020–2021), on-campus academic writing workshops moved online to Zoom, Moodle, and Padlet. We became inspired by Jackson and Mazzei’s thinkingwith-theories and Haraway’s concept of diffraction when inquiring into how and why humans and more-than-humans made a difference in digital academic tutoring. Lively conversations emerged inbetween the research matters (tutor logbooks, embodied experiences, course materialities) and authors by diffracting them with the posthuman cyborg, hybridity, and Didaktik. The posthuman cyborg questioned what, who mattered, and why, pointing to embedded humans and more-than-humans shaping fragmented digital relations. Hybridity brought fluidity and fusions of different educational dimensions (openness/structure, teacher/student) to the study. Didaktik suggested that fluid tutoring structures (curriculum) and institutional politics (study credits) interfered with the teacher-student collaboration. We propose a posthuman relational, fluid, and fragmented framework called a hybrid Didaktik when developing teacher-student collaboration across several digital systems. By inviting materialities alongside human experiences into discussions about digital teaching, new practices sensitive to socio-material and political relations may unfold in higher education.

Abstract This study had three primary goals. First, it aimed to craft an intervention program centered around collaborative learning enabled by Padlet. Second, it aimed to gauge the perceptions of health management students regarding this intervention and how it affected their collaborative learning experiences. Additionally, the third objective of the study aimed to investigate how students’ flexible thinking within the learning process might shape their perceptions of the advantages derived from this instructional activity within the domain of online collaborative learning. Data for the analysis were gathered from 100 Israeli undergraduate students by two measurements: Flexible thinking in learning and Student perceptions of collaborative learning via Padlet. The intervention program included several stages. First, the students discussed the pedagogic objective of using Padlet. In the second stage, the students were presented with ill-structured problems related to the course content. Each group had to choose one problem and analyze it from three perspectives discussed in the course—healthcare provider, patient, and organization. Next, the students presented and explained their solutions employing the shared knowledge base. The final work was presented in different formats using various technologies. The PLS-SEM analysis has corroborated our hypothesis that students’ flexible thinking might positively contribute to their perception of Padlet utilization. According to the empirical model, in general, students who perceived themselves as more flexible were found more receptive to utilizing the proposed technological tool (Padlet) and hence tended to appreciate its function as a collaborative learning platform enabler. This study mainly underscores the important role flexible thinking plays in motivating managers and medical professionals to embrace innovative technologies or methods for teamwork, that could enable them to weigh arguments, seek alternative solutions to authentic problems, and adjust their approaches effectively and collaboratively as new challenges emerge.

This study had three primary goals. First, it aimed to craft an intervention program centered around collaborative learning enabled by Padlet. Second, it aimed to gauge the perceptions of health management students regarding this intervention and how it affected their collaborative learning experiences. Additionally, the third objective of the study aimed to investigate how students' flexible thinking within the learning process might shape their perceptions of the advantages derived from this instructional activity within the domain of online collaborative learning. Data for the analysis were gathered from 100 Israeli undergraduate students by two measurements: Flexible thinking in learning and Student perceptions of collaborative learning via Padlet. The intervention program included several stages. First, the students discussed the pedagogic objective of using Padlet. In the second stage, the students were presented with ill-structured problems related to the course content. Each group had to choose one problem and analyze it from three perspectives discussed in the course—healthcare provider, patient, and organization. Next, the students presented and explained their solutions employing the shared knowledge base. The final work was presented in different formats using various technologies. The PLS-SEM analysis has corroborated our hypothesis that students' flexible thinking might positively contribute to their perception of Padlet utilization. According to the empirical model, in general, students who perceived themselves as more flexible were found more receptive to utilizing the proposed technological tool (Padlet) and hence tended to appreciate its function as a collaborative learning platform enabler. This study mainly underscores the important role flexible thinking plays in motivating managers and medical professionals to embrace innovative technologies or methods for teamwork, that could enable them to weigh arguments, seek alternative solutions to authentic problems, and adjust their approaches effectively and collaboratively as new challenges emerge. [ABSTRACT FROM AUTHOR]

The challenge addressed in this study is how the effectiveness of Padlet, Panopto video-embedded quizzes and Google Docs can be evaluated in terms of student engagement. Using a range of data sources, we discussed whether each technology influenced various dimensions of student engagement. The study found that certain technologies improved students' behavioral and cognitive engagement and they provided students with flexible opportunities for social, collaborative and emotional engagement. By enhancing the online opportunities for behavioral, cognitive and interpersonal engagement, specific technologies helped engage students with what and how they were learning. It concludes with further recommendations aimed toward the intentional use of technology for improving students' online learning engagement. [ABSTRACT FROM AUTHOR]

Copyright of Language Learning in Higher Education is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In today's globalized world, 21st century skills, such as communication and collaboration, are essential for success. For EFL (English as a foreign language) learners in Pakistan, acquiring these skills can be challenging due to the unique linguistic and cultural barriers they face. Web 2.0 tools, such as Padlet, can provide a platform for EFL learners to improve their communication and collaboration skills in a collaborative and engaging manner. The present study explores the potential of using Padlet to improve the 21st century skills of EFL learners in Pakistan. A quasi-experiment is conducted to compare the effectiveness of using Padlet versus traditional language-learning methods to improve EFL learners' communication and collaboration skills. Learners' perceptions of using Padlet in a collaborative learning context are also investigated. The findings indicated that the use of Padlet has a significant and positive effect on learners' collaboration and communication skills, and that learners have a positive perception of using this tool in a collaborative learning context. The study provides preliminary and context-specific novel insights for language educators and learners on the potential of using Padlet to enhance the 21st century skills of EFL learners in Pakistan. [ABSTRACT FROM AUTHOR]

Introduction: The Padlet interactive platform constitutes a virtual online board on which users can post various types of multimedia content, such as documents, questions, comments, images, video clips, and audio clips. This platform has gained popularity in higher education yet remains ancillary in the fields of medical education and medical management. Methods: This case study sought to initially design an intervention program that employs online collaborative learning enabled by Padlet and to assess how Health Management students perceived the activity and its ramifications for their learning. 85 students’ reflective journals were content analyzed. Results: five main categories stood out: (1) user experience of the platform; (2) visuality and visibility of the platform; (3) collaborative learning and OCL; (4) active online learning and student engagement; and (5) cognitive flexibility. Discussion: This study emphasizes the importance of incorporating digital tools in education, particularly the use of the Padlet platform to facilitate collaborative learning and improve the quality of teaching and learning. It demonstrates that Padlet-mediated online collaborative learning can be an effective digital learning tool because of its ease of use and ability to accommodate both pedagogical and technological challenges. [ABSTRACT FROM AUTHOR]

The study contributes to the nascent digital academic writing tutoring field by applying posthuman thinking while investigating intimate socio-material relations during a participatory action research project. Due to the COVID-19 pandemic (2020--2021), on-campus academic writing workshops moved online to Zoom, Moodle, and Padlet. We became inspired by Jackson and Mazzei's thinkingwith-theories and Haraway's concept of diffraction when inquiring into how and why humans and more-than-humans made a difference in digital academic tutoring. Lively conversations emerged inbetween the research matters (tutor logbooks, embodied experiences, course materialities) and authors by diffracting them with the posthuman cyborg, hybridity, and Didaktik. The posthuman cyborg questioned what, who mattered, and why, pointing to embedded humans and more-than-humans shaping fragmented digital relations. Hybridity brought fluidity and fusions of different educational dimensions (openness/structure, teacher/student) to the study. Didaktik suggested that fluid tutoring structures (curriculum) and institutional politics (study credits) interfered with the teacher-student collaboration. We propose a posthuman relational, fluid, and fragmented framework called a hybrid Didaktik when developing teacher-student collaboration across several digital systems. By inviting materialities alongside human experiences into discussions about digital teaching, new practices sensitive to socio-material and political relations may unfold in higher education. [ABSTRACT FROM AUTHOR]

IntroductionThe Padlet interactive platform constitutes a virtual online board on which users can post various types of multimedia content, such as documents, questions, comments, images, video clips, and audio clips. This platform has gained popularity in higher education yet remains ancillary in the fields of medical education and medical management.MethodsThis case study sought to initially design an intervention program that employs online collaborative learning enabled by Padlet and to assess how Health Management students perceived the activity and its ramifications for their learning. 85 students’ reflective journals were content analyzed.Resultsfive main categories stood out: (1) user experience of the platform; (2) visuality and visibility of the platform; (3) collaborative learning and OCL; (4) active online learning and student engagement; and (5) cognitive flexibility.DiscussionThis study emphasizes the importance of incorporating digital tools in education, particularly the use of the Padlet platform to facilitate collaborative learning and improve the quality of teaching and learning. It demonstrates that Padlet-mediated online collaborative learning can be an effective digital learning tool because of its ease of use and ability to accommodate both pedagogical and technological challenges.

Due to the Covid-19 pandemic, lecturers of higher learning institutions had to pivot quickly from face-to-face classes to online classes. The new normal of online teaching and learning challenged lecturers in keeping their students engaged, especially when teaching a language course that heavily focuses on the writing component. The purpose of this study was to examine students’ perception of using Padlet as a learning space to simulate real-life business communication. At the end of a 14-week semester language course, a cohort of 38 diploma students responded to a self-administered online survey with a 79% response rate. Findings from the descriptive analysis indicated high mean values for most survey items measured, implying that the students were generally favourable towards the use of Padlet and the simulation approach in learning business communication. Curriculum designers and lecturers of other courses could consider the potential of using Padlet as a learning space for simulation. Recommendations, limitations, and future research directions are also discussed in this paper. [ABSTRACT FROM AUTHOR]

The use of the LMS is expanding and progressing in accordance with the digital learning procedure that has been going on for more than a year. We as teachers face the problem of Arabic learning platform. Amidst the various LMS available, the Padlet platform provides the most advantage, hence an engaging, expressive, and unique learning approach. This study illustrates that this Padlet is very suitable for use in LMS Arabic Language Learning in Higher Education because the Padlet has Complete Features, starting from preparation, the learning process to evaluation, everything is in the Padlet which is easily accessible so that learning is planned and the results are maximized. [ABSTRACT FROM AUTHOR]

Enormous digital tools can assist teachers or students in the teaching and learning process in face-to-face meetings and virtual environments. During Pandemic Covid-19, government policy forced educators to decide and design online learning for all education levels from kindergarten, elementary, iunior high school, senior high school, and university. Nevertheless, many free digital tools intended free access for educators that could be utilized as synchronous or asynchronous learning. This article explores utilizing five digital tools for online learning such as Padlet, Kahoot, YouTube, Essaybot, and Grammarly due to teaching Essay Writing course. It is descriptively explained how the researchers used a learning collaboration tool, a content creation tool, a content sharing tool to engage students' interaction in the Essay Writing course. This article was considered sharing information and recommendation for other teachers to implement free digital tools to increase their learning process and achieve learning outcomes. The teachers and instructional designers may explore these digital tools, adopt relevant tools to their discipline, and do further research. [ABSTRACT FROM AUTHOR]

In today’s globalized world, 21st century skills, such as communication and collaboration, are essential for success. For EFL (English as a foreign language) learners in Pakistan, acquiring these skills can be challenging due to the unique linguistic and cultural barriers they face. Web 2.0 tools, such as Padlet, can provide a platform for EFL learners to improve their communication and collaboration skills in a collaborative and engaging manner. The present study explores the potential of using Padlet to improve the 21st century skills of EFL learners in Pakistan. A quasi-experiment is conducted to compare the effectiveness of using Padlet versus traditional language-learning methods to improve EFL learners’ communication and collaboration skills. Learners’ perceptions of using Padlet in a collaborative learning context are also investigated. The findings indicated that the use of Padlet has a significant and positive effect on learners’ collaboration and communication skills, and that learners have a positive perception of using this tool in a collaborative learning context. The study provides preliminary and context-specific novel insights for language educators and learners on the potential of using Padlet to enhance the 21st century skills of EFL learners in Pakistan.