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Strengthening student engagement: evaluating the role of the digital skills agenda in higher education.

Lawani, Ama; Singh, Anita; McNeil, Antoinette; Durack, Ben; Kalutarage, Harsha


Ama Lawani

Antoinette McNeil

Ben Durack


Digital technology can contribute to all three areas of the TEF: teaching quality; learning environment; and student outcomes (Davies S, Mullan and Feldman 2017). Digital skills are helpful in designing enhanced and effective learning activities (Copley 2007), as multimedia promotes interests and engagement. It provides flexibility for students, in terms of where and when they can undertake their learning activity. It therefore improves student experience and outcomes (Davies S, Mullan and Feldman 2017). Its use enhances feedback: task feedback through online submissions; process feedback through audio and video feedbacks; and self-regulation feedback through computer simulation, as well as anonymous instructor and peer feedback (Hattie 2012). It can help in developing effective learning environments, from basic websites to augmented reality simulations (Dreyer and Nel, 2003). Therefore, in the present environment, digital agenda should be an integral part of continuing professional development (CPD).


LAWANI, A., SINGH, A., MCNEIL, A., DURACK, B. and KALUTARAGE, H. 2019. Strengthening student engagement: evaluating the role of the digital skills agenda in higher education. Presented at the 2019 Department for the Enhancement of Learning, Teaching and Access (DELTA) learning and teaching conference (LTC 2019): learning without borders, 2 May 2019, Aberdeen, UK.

Presentation Conference Type Poster
Conference Name 2019 RGU annual learning and teaching conference (RGU LTC 2019): learning without borders
Conference Location Aberdeen, UK
Start Date May 2, 2019
Deposit Date Apr 1, 2022
Publicly Available Date Apr 1, 2022
Keywords Undergraduate students; Digital literacy; Digital skills; Student engagement
Public URL
Additional Information The accompanying file contains a copy of the poster as well as references for the abstract.


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