Online Education: How Computing Mindfulness Can Facilitate Productivity and Creativity in Student Learning

By Dr Shalini Chandra

Social distancing measures impacted by COVID-19 have forced an abrupt shift to online learning at most universities, putting immense pressure on students to creatively adapt to new methods of learning. online teaching. This sudden change in the mode of learning created the demand for improved computer skills which added to the obstacles faced by many learners during a difficult time.

It is important to understand how students are coping with the sudden increase in computer learning demands during the COVID-19 lockdown. Such an understanding would help design pathways to encourage positive student reviews of online learning environments, thereby contributing to the effectiveness of student learning.

Effectiveness of learning through computer tools available for student learning

The COVID-19 induced lockdown presented a setting in which students were not required to have formal training in order to use IT to gain knowledge. Due to the sudden nature of the crisis, students in most situations have been driven to explore various IT tools on their own to enrich their learning efficiency. Effectiveness in learning involves the holistic development of the learner and therefore embodies both productivity in learning and creativity in learning. Productivity in learning involves productivity in achieving intended learning objectives using computer tools. It has to do with the quantity as well as the quality of online student learning. Computational tools can help achieve productivity goals in learning by providing more information at lower cognitive cost, relaxing time and space limitations for learning, and giving students greater control over the learning process. Productivity in learning is described as the extent to which IT tools help students in the constrained COVID-19 environment to achieve intended learning in terms of quality and quantity. Creativity in learning, on the other hand, involves the creative procedures that students adopt in their learning process with computer tools. Students can creatively use computing to enhance their learning experience within the context of their idiosyncratic academic constraints in online learning environments. Creativity in learning is mostly discretionary and can be seen as the learner’s implementation of procedures to achieve specific learner goals. Creativity in learning is described as the extent to which computer tools help students in the constrained COVID-19 environment to creatively enrich their learning process. Individual-level student characteristics are important in understanding learner adaptation to technology-enabled learning environments in coping with related computing demands.

Computing Mindfulness for Better Learning Effectiveness

Computing mindfulness is an individual-level trait that enhances the effectiveness of student learning by providing a self-regulating coping mechanism in the face of increased computing demands on learning. Individuals can learn computational mindfulness through management interventions and activities such as training and role modeling. Computing mindfulness is an individual-level trait specific to computing in which users learn to train their attention to the present by focusing on operational details. This generates interest in studying and learning new features to better understand and improve their performance.
Conscious IT users are therefore quick to notice any disturbance in their environment and identify emerging opportunities. They can stay motivated and engaged in computer-assisted learning by improvising their existing skill set and knowledge base, quickly adapting alternative solutions.

How does computer mindfulness in students improve their learning effectiveness?

Individual variances influence how people perceive stressful situations, resulting in various behaviors. Negative evaluations are made when requests are perceived as unfreezing personal development, growth and well-being. Such an assessment of loss, fear or hurt is akin to distress. Positive evaluations, on the other hand, are given when requests are perceived to promote personal development, progress, as well as psychological well-being. Techno eustress refers to positive ratings given in response to increased computing demands in technology-related contexts. In the case of positive evaluations like techno eustress, IT requirements are seen as a challenge rather than a barrier, enabling an individual’s well-being.
Positive ratings of enhanced computing demands influenced by COVID-19 by student learners are caused by the individual trait of computing mindfulness, which improves learning effectiveness. The trait of computational mindfulness in learners promotes their perceptions of techno eustress, which in turn influences the effectiveness of their online learning. Online learners’ computational mindfulness, a dynamic trait, is expected to regulate learner evaluations, leading them to rate computational demands as technological eustress, influencing their learning effectiveness.

Key learnings

The outbreak of the COVID-19 pandemic has led to an increase in the adoption of computer-based tools for student learning, highlighting the need to expand the study of the role of technology in education. Educational institutions must not only refine their technological infrastructure, but also plan to improve their students’ computer awareness. Educational institutions should actively train students to instill computational mindfulness to reduce any disruption to online learning on student well-being, creativity, and productivity.

It is imperative that educational institutions focus their efforts on redesigning their teaching methods so that they use collaborative computing features, as well as computing-based engagement techniques in order to evoke enough techno -eustress with potential users. Compared to simply delivering a physical lesson via video, such a method would facilitate better student inclusion. Introducing these new teaching methods that improve students’ computer awareness will help technology-enabled learning become more enjoyable and effective.

Businesses and organizations undergoing rapid digital transformation due to the coronavirus pandemic should attempt to improve IT vigilance among employees, partners, and users experiencing a sudden increase in their IT demands. These features are meant to calibrate the computing awareness of its users so that they can develop the sensitivity required to assess the value of new technologies before using them.

(The author is Associate Professor (Information Systems) at the SP Jain School of Global Management. The opinions expressed are personal and not necessarily those of

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