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Xue Zhou; Peter Wolstencroft; Lilian N. Schofield; Lei Fang – Journal of Computer Assisted Learning, 2025
Background: The digital literacy landscape has undergone significant changes over the last 5 years, from the impact of the COVID-19 pandemic to the emergence of Artificial Intelligence (AI) technologies. The COVID-19 pandemic hastened the necessity for advanced digital skills for remote work and online collaboration, while the current AI era…
Descriptors: College Graduates, Alumni, Employer Attitudes, Digital Literacy
Ziyun Zhang; Ruixi Yang – Journal of Computer Assisted Learning, 2025
Key Findings: This study identifies a strong positive relationship between digital literacy and language proficiency, highlighting how technological competence enhances motivation, engagement and PL, leading to improved language learning outcomes. Purpose: This research explores the connection between digital literacy and language proficiency,…
Descriptors: College Students, Individualized Instruction, Technology Uses in Education, Digital Literacy
Tran-Duong, Quoc Hoa; Vo-Thi, Ngoc-Tram – Journal of Computer Assisted Learning, 2023
Background: Recent years have seen the proliferation of online courses that have been initiated either in accordance with the natural rhythms of educational technology growths or in force majeure situations. This adds complexity to understanding the influence of potential factors on online student engagement. Objectives: The present study…
Descriptors: Undergraduate Students, Electronic Learning, Learner Engagement, Social Media
Akbar Bahari; Parviz Alavinia; Mohammad Mohammadi – Journal of Computer Assisted Learning, 2024
Background: This study investigates the effects of higher and lower-level text processing strategies on both higher and lower-level processing skills and cognitive load using the computer-assisted interactive reading model (CAIRM) as the educational intervention framework. Objectives: The objectives of this study are to examine the effects of the…
Descriptors: Computer Assisted Instruction, Experiential Learning, Reading, Cognitive Processes