Digital Revolution in Higher Education: An Empirical Assessment of the Association Between Digital Technologies and Learning Outcomes

Nubonyin Hilda Fokong^1,

¹Faculty of Education, The University of Bamenda

Cite this paper:
Nubonyin Hilda Fokong. Digital Revolution in Higher Education: An Empirical Assessment of the Association Between Digital Technologies and Learning Outcomes. American Journal of Educational Research. 2024; 12(8):298-305. doi: 10.12691/education-12-8-2

Abstract

This paper aims to assess the relationship that exist between digital revolution and learning outcomes in higher education. Two research questions and hypotheses guided the study. The study used the survey research design and was conducted in the University of Bamenda in 2023/2024 academic year. A sample of 90 first cycle students of social science (out of a total population of 120) in Higher Teacher Training College were selected using simple random sampling techniques. Data for the study was collected through questionnaire and the reliability coefficient obtained was .914. The data was analyzed using Chi square test of independence and Cramer’s V was used to get the size effect. The findings indicated that, the p-value (for the use of digital communication, collaboration, learning and management platform) was less than alpha value of 0.05. Cramer’s V (for the use of digital communication, collaboration, learning and management platform) was 0.26, indicating a medium association. Moreover, the results revealed that p-value (for the use of problem-based, project-based and game-based learning) was less than alpha value of 0.05. Cramer’s V for the use of problem-based and project-based learning was 0.29 and 0.31, indicating a large association. Cramer’s V for the use of game-based and video-based learning was 0.25 and 0.22, indicating a medium association. On the basis of the above findings, it was recommended that developmental seminars should be organized to equip both teacher and students with competences necessary to solve the challenges of digital revolution.

Keywords:
Digital revolution higher education digital technologies learning outcomes

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	MINEPAT, 2020. NDS30 National Development Strategy 2020-2030: For Structural Transformation and Inclusive Development. (1st Ed). USA & Cameroon Ministry of Economy, Planning and Regional Development. www.minepat,gov.cm.
[2]	Oben, A. I. 2023. Implementation of higher education objectives towards the attainment of Cameroon’s vision2035. European Journal of Education Studies, 8(8), 347-374.
[3]	Lopes, N. & Gomes, A. 2020. O “boom” das plataformas digitais nas práticas de ensino: Uma experiência do E@D no ensino superior. Revista Practicum, Ourense, 5(1), 106–120.
[4]	Maguatcher, J. & Ning, R. 2023. Research on advancing the digital transformation of higher education in Cameroon. International Journal of Current Research, 15(5), 24506-24511.
[5]	Calvet, N. L., Cavero, O. B., & Aleandri, G. 2019. Digital educational platforms: An emerging school-family communication channel. In: World Conference on Future of Education, 2019. Proceedings […] Rome: CF Education, 2019, 20-29. 10.33422/wcfeducation.2019.09.517.
[6]	Ndamsa, N. F.N., Fomukong, S. E.A. & Fokong, N.H. 2023. The Usefulness of Higher Education Instructional Strategies on the employability of graduates in Cameroon. Journal of Trend in Scientific Research and Development (ijtsrd), 7(4), 133-143. www.ijtsrd.com/papers/ijtsrd59631.pdf.
[7]	Herayanti, L., Gummah, S., Sukroyanti, B. A., Ahzan, S. & Gunawan, G. 2018. Developing Moodle in problem-based learning to improve student comprehension on the concepts of wave. Advances in Intelligent Systems Research (AISR), 157, 134-137.
[8]	Sinulingga, A.A.& Moenir, H.D. 2021. Project-based learning models in the development of international cooperation framework course. Advances in Social Science, Education and Humanities Research, 650, 389-394.
[9]	Yang, S.-H., Wang, Y.-Y., Lai, A.-F., Lin, Y.-N., Chiou, G.-J., Chen, M.-K., Shen, V. R. L., & Hsiung, C.-Y. 2020. Development of a game-based e-learning system with augmented reality for improving students’ learning performance. International Journal of Engineering Education, 2(1), 1-10.
[10]	Cattaneo, A., Evi-Colombo, A., Ruberto, M. & Stanley, J. 2019. Video Pedagogy for Vocational Education. An overview of video-based teaching and learning. Turin: European Training Foundation.
[11]	Mishra, P. & Koehler, M. 2009. Too Cool for School? No Way! Learning and Leading with Technology, USA & Canada: International Society for Technology in Education.
[12]	Fialho, I., Cid, M., & Coppi, M. 2023. Advantages and difficulties in the use of digital platforms and technologies by teachers and students. Revista Brasileira de Educação, 28(e280050), 1-23.
[13]	Schneider, M. & Binder, T. (2019). E-learning in medicine: Current status and future development. Hamdan Medical Journal, 12(4), 147.
[14]	Krejcie, R.V. & Morgan, D. W. 1970. Determining sample size for research activities. Educational Psychology Measurement Journal, (30) 607-610.
[15]	Koh, J. H. L.& Chai, C. S. 2014. Teacher Clusters and their Perceptions of Technological Pedagogical Content Knowledge (TPACK) Development Through ICT Lesson Design, Computer & Education, 70. 222-232.
[16]	Shulman, L.S. 1986. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), pp. 4-14.
[17]	Shulman, L. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.