06. Open Learning: Media, Environments and Cultures
Paper
Digital Education in Primary Schools as Necessary for Dealing with Future Uncertainty. Developmental Needs for Teachers and School Organisation
Andreas Dertinger
FAU Erlangen-Nürnberg, Germany
Presenting Author: Dertinger, Andreas
Digital education is a central aspect of schooling in the dynamic process of deep mediatization (Hepp 2020). With the Digital Education Action Plan (European Commission 2020) and the DigComp (Vuorikari et al. 2022) and DigCompEdu (Redecker 2015) frameworks, the European Commission provides a differentiated approach to the implementation of digital education and its conditions in the European Union. Against this backdrop, the Covid-19 pandemic has massively disrupted schooling conditions worldwide (Al Mazrooei et al. 2022; Bond 2021). Under the influence of the pandemic, face-to-face teaching was limited to varying degrees in all countries, and as a result, teaching and learning was largely conducted at distance (Vincent-Lancrin et al. 2022). Digital technologies have been widely used to implement such time and space flexible learning, making students` use of technologies a basic requirement for teaching and learning. This was accompanied by a further development of the technical infrastructure in schools, which was supported by financial measures from the respective countries (Lindblad et al. 2021). Thus, the Covid-19 pandemic may have had a lasting impact on the conditions for digital education in schools. For example, by raising awareness among teachers and school decision-makers about the pedagogical and didactic potential of digital technologies, the requirements of media literacy, and by further developing the technical infrastructure in schools. It is important to examine these considerations with a particular focus on primary schools, where the basics of digital education should be acquired so that secondary school curricula can build on them (European Commission 2020).
Overall, there is a lack of representative data on how digital education is organised in primary schools in order to comprehensively promote media and IT literacy with the goal of achieving a self-determined, socially responsible, and creative technology use. For Germany, however, quantitative data shows the conditions for digital education in primary schools have hardly changed since the pandemic. Their technical infrastructure has improved slightly, but hardly noticeable (forsa 2021). Furthermore, there is indication that subject-related media use remains low. For example, the “Progress in International Reading Literacy Study (PIRLS)” for 2021 shows that only 16.7% of German primary school students use digital media to research and read information for at least 30 minutes per school day in German classes (Lorenz et al. 2023, 210). This is significantly below the international average. These results indicate that the conditions for the implementation and realisation of digital education in German primary schools have not improved significantly since the pandemic. Against this background, the project presented in the paper examined the experiences and perceptions of various stakeholders regarding the current state of the implementation of digital education in German primary schools and the influence of the Covid-19 pandemic. As stakeholders in digital education school principals, representatives of teachers' associations, and school administrators were interviewed in focus-groups in the project.
The paper analyses the results of the study based on the research question of how stakeholders assess the development of digital education in German primary schools since the Covid-19 pandemic and what challenges and opportunities they perceive for its implementation. The results confirm the assumption of a slightly positive - but now partly declining - development of conditions for digital education in German primary schools since the pandemic. On an individual school level, the challenges that inhibit this development lie in media-related skills and attitudes of the teaching staff, in teacher cooperation in the context of media-related school development as well as the technical infrastructure of the school. At the structural level, there are challenges in clarifying responsibilities and setting guidelines, along with bureaucratic and data protection requirements.
Methodology, Methods, Research Instruments or Sources UsedTen focus group interviews were conducted between July 2022 and February 2023 with various stakeholders in primary education in Germany for data collection. The interviews were carried out with school principals, representatives of teachers' associations, and school administrators. Three focus group interviews each were conducted with principals and school administrators, while four interviews were conducted with teachers' association representatives. Between three and six people participated in each interview. In total, the sample consisted of 31 people from 13 of the 16 German federal states. Data protection policy was developed for the project and approved by the University's Data Protection Supervisor. Informed consent was obtained from the participants.
The interviews were conducted online. Audio was recorded and transcribed. The data was analysed using qualitative content analysis (Kuckartz 2019) with MAXQDA 2022. Furthermore, a combination of deductive and inductive methods to develop categories was used. Three main categories were deductively generated to describe the conditions of digital education (Bärnreuther et al. 2023): “media-related school development”, “educational practice”, and “individual and family circumstances of the children”. The code “media-related school development” includes all statements about the existing conditions for digital education in the schools and how they have changed over time, including aspects of the technical infrastructure (internet connection, Wi-Fi, available digital devices), school concepts for organizing digital education as well as corporations with education policy stakeholders on the topic of digital education. The code “educational practice” includes all statements about the organisation of lessons and the interaction between teachers and pupils in the context of digital technologies. It also includes teachers' media-related skills and attitudes. The code “individual and familial circumstances of the children” contains all statements about the individual preconditions of the pupils as a starting point for digital education. Information about the social and family background of the children is also taken into account. Within these main categories, between three and seven subcategories were developed inductively.
The data was coded by four people. To verify the coding guidelines, the intercoder reliability was calculated at the subcode level (O`Connor & Joffe 2020). This shows good agreement with values between ϰ = .86 and 1.00. Nevertheless, the coding guide was revised again after the review, and the researchers were in close contact with each other throughout the coding process, so that ambiguities and open questions were always discussed together.
Conclusions, Expected Outcomes or FindingsThe findings highlight challenges in two complementary areas of digital education at primary school level: (1.) teachers' skills and practices, and (2.) cooperation in school-administrative contexts.
In the first area, in line with existing research (e.g. Bozgun et al. 2023; Juszcyk, S. et al. 2021; Schmidt et al. 2017), it becomes clear that primary school teachers have very different starting points in context of digital education. In addition to adapted training measures, the interviewees emphasised the importance of communication and cooperation as an important basis for digital school development and the associated organizational, personnel, and curricular development. In the second area the stakeholders see a variety of challenges, particularly with regard to the acquisition of technical equipment, complex bureaucratic processes and existing data protection regulations. High demands are placed on digital school development in coordination with various external stakeholders.
The European Commission has developed models to describe related development dimensions in both areas: the DigComEdu framework for digital literacy of teachers (Redecker 2015) and the DigCompOrg framework for digital organisational development (Kampylis et al. 2015). The DigCompEdu describes media-related skills for teaching and also takes into account the requirements for teachers to work cooperatively with the goal of digital school development. The DigCompOrg focuses on the organisational development and takes aspects of management and school leadership into account. In this way, the coordination between school leadership and school administration can be emphasised within the existing structural conditions.
The paper presents the results of the study in both areas and classifies them in the DigCompEdu and DigCompOrg frameworks. Against this background, the requirements for the further development of digital education in European primary schools are discussed. In the age of deep mediatization, digital education is a necessary condition for the next generations to deal with the growing uncertainty of the future.
ReferencesAl Mazrooei, A.K., Hatem Almaki, S., Gunda, M. Alnoor, A., Sulaiman, S. M. (2022). A systematic review of K–12 education responses to emergency remote teaching during the COVID-19 pandemic. Int Rev Educ 68, 811–841. https://doi.org/10.1007/s11159-023-09986-w.
Bärnreuther, C., Kammerl, R., Stephan M., Martschinke, S. (2023): Professionalisierung für Digitale Bildung: Ein Rahmenmodell zur Untersuchung der Kompetenzen angehender Lehrpersonen. In: Irion, T., Böttinger, T., Kammerl, R. (eds.) Professionalisierung für Digitale Bildung im Grundschulalter: Ergebnisse des Forschungsprojekts P³DiG, 235–250. https://doi.org/10.31244/9783830996415, last accessed 2024/01/10.
Bond, M. Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review. Asian Journal of Distance Education, 15(2), 191-247. https://doi.org/10.5281/zenodo.4425683 (2021).
Bozgun, K.; Ozaskin-Arslan, A. & Ulucinar-Sagir, S. (2023). COVID-19 and Distance Education: Evaluation in the Context of Twenty-first Century Skills. Asia-Pacific Education Researcher. 3 (32), 417-428. https://doi.org/10.1007/s40299-022-00663-4
European Commission (2020). Digital Education Action Plan 2021-2027. Resetting education and training for digital age. https://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX:52020DC0624
Forsa Politik- und Sozialforschung GmbH (2021). Das Deutsche Schulbarometer Spezial: Zweite Folgebefragung. http://docs.dpaq.de/18110-deutsches_schulbarometer_corona_spezial_september_2021-1.pdf
Juszcyk, S.; Karasová, M.; Jurecková, M. & Uhrinová, M. (2021). Interest of primary education teachers in media educationand their attitudes towards further education in Slovakia. New Educational Review. 64, 208-221. https://doi.org/10.15804/tner.2021.64.2.17
Kampylis, P., Punie, Y. & Devine, J. (2015). Promoting effective digital-age learning. A European framework for digitally-competent educational organisations. Publication Office of the European Union, Luxembourg. https://doi.org/10.2760/612227
Lorenz R., Goldhammer, F., Glondys, M. (2023). Digitalisierung in der Grundschule. In: McElvany, N.; Lorenz, R.; Frey, A.; Goldhammer, F.; Schilcher, A. & Stubbe, T. (eds.). IGLU 2021. Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 Jahre (S. 197-214). Münster: Waxmann.
O’Connor, C., & Joffe, H (2020). Intercoder Reliability in Qualitative Research: Debates and Practical Guidelines. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406919899220.
Redecker, C. (2015) European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union, Luxembourg. https://doi.org/10.2760/178382
Schmid, U.; Goerts, L. & Behrens, J. (2017). Monitor Digitale Bildung. Die Schulen im digitalen Zeitalter. https://www.bertelsmann-stiftung.de/fileadmin/files/BSt/Bibliothek/Doi_Publikationen/BSt_MDB3_Schulen_web.pdf
Vincent-Lancrin, Stéphan, Cristóbal Cobo Romaní, und Fernando Reimers. 2022. «How Learning Continued during the COVID-19 Pandemic: Global Lessons from Initiatives to Support Learners and Teachers». https://doi.org/10.1787/bbeca162-en
Vuorikari, R., Kluzer, S. and Punie, Y. (2022) DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes. Publications Office of the European Union, Luxembourg. https://doi.org/10.2760/115376
06. Open Learning: Media, Environments and Cultures
Paper
Institutional Technologies in Higher Education – a Question of Inclusion or Exclusion?
Anne Mette Bjørgen, Yvonne Fritze, Hans Brox, Siw Huatorpet, Oddmund Toft, Johannes Lunde Hatfield
Norway Inland University, Norway
Presenting Author: Bjørgen, Anne Mette;
Fritze, Yvonne
This paper aims to contribute some reflections on the relationship between digitization in higher education and employees' experience of mastery, participation, and inclusion. The paper presents results from a survey on how university staff use and experience the institution's digital solutions, such as Canvas, Teams, Inspera, Panopto, Zoom, Microsoft 365, Leganto, and KI-chat services/language robots, etc.
The intention of the survey is twofold:
- To get an overview of the training needs of staff with research and teaching responsibilities related to digital tools, in order to better target training and support
- To gain a better understanding of which factors (gender, age, language, views on teaching, employment conditions, etc.) may be significant for the individual's mastery of digital tools, and for the experience of digital inclusion at various arenas and levels.
- Identify inclusion and exclusion processes and develop innovative measures to create good conditions for diversity.
Other central guidelines are found in the Norwegian government's high ambition level for digitization and educational quality in the university and college sector. This includes strategies for competence development for employees and leaders (Ministry of Education and Research 2021, p. 27, 28). The Corona pandemic, combined with expectations from the students, has also led to expectations of more flexible digital solutions and educational offers.
Such developments reflect how Norwegian and Nordic university and college employees (and employees in the labor market more generally) find themselves in the middle of what many call "the digital turn" (Fossland, 2015, p. 11; Buhl, Dille and Kårstein, 2023). Increasing digitization involves demands for increased digital competence; to be able to master, understand and apply technology in the activities they are involved in (Henderson et al., 2017; Selwyn, 2016). The Nordic network for adult learning points out that decision-makers responsible for digital education and competence development for adults have an explicit focus on and strategies for digital mastery and inclusion (Buhl, Dille and Kårstein, 2022, p. 11 and 17).
In this context, more emotional aspects of digitization and restructuring are also central, something Hargreaves (1998) emphasizes: "Important as all this reform work is, many of those who initiate and manage educational reform, or who write about educational change in general, ignore or underplay one of the most fundamental aspects of teaching and of how teachers change: the emotional dimension" (Hargreaves, 1998, p. 835).
With these issues in mind, the present paper addresses the following research questions:
- What do employees experience as opportunities and challenges with various technological solutions - and why?
- What significance does this have for the experience of inclusion and how they master their work?
- Are there correlations between employees' experiences and factors such as age, gender, first language, views on learning and teaching, etc?
- What do the employees think the institution can do to contribute to digital mastery and inclusion?
Adopting a systems theory approach (Luhmann, 1995) as well as a socio-cultural approach (Wertsch, 1998), on learning and communication the research questions are investigated in terms of individual experiences of meaning, relevance and disturbances within different situated and digital practices, and communication systems. To be able to discuss digital inclusion and exclusion in higher education, we also draw on theories about this (Pietilä et al., 2021; Qvortrup & Qvortrup, 2016).
Methodology, Methods, Research Instruments or Sources UsedThis paper presents results from an online survey. This is conducted at a Norwegian university during the spring of 2024. The survey is directed towards a strategic selection of staff with teaching and research obligations.
The survey consists of both open and closed response options. Respondents are encouraged to evaluate various services as most/least helpful (e.g., Canvas, Inspera, Teams, Panopto, Zoom, Microsoft 365, Leganto, and the college's own AI service) and justify why. Other key questions are what challenges the staff experience and what associations these experiences give about inclusion/exclusion.
To gain more insight into which factors may be significant for the individual's coping and experience of the solutions, background variables such as gender, age, first language, employment conditions, views on teaching and learning, and their familiarity with the university's training/support apparatus are also examined.
A broadly composed research group has collaborated on design, data collection, and analysis of results.
The analysis of the survey aims to identify the extent and type of technology use as well as some main themes in the material. It is also a goal to map any correlations between the individual's experience of mastering the technologies, and variables such as gender, age, language, employment conditions, views on teaching and learning, etc.
The study has been conducted in accordance with ethical guidelines at the relevant college. The study has been conducted in accordance with the ethical codes of the Norwegian Data Protection Services (SIKT).
Our presentation will focus on results from a survey, but the plan is also to collect qualitative data in the form of interviews to gain a deeper understanding of employees' experiences. The interviews will both build on and supplement the survey. The interviews will be conducted in the fall of 2024 based on the results of the survey.
Conclusions, Expected Outcomes or FindingsThe paper presents and discusses results from a survey as part of a project aiming at examining how university employees experience and reflect upon a variety of digital resources in terms of perceived relevance, challenges, digital competences, and inclusion/exclusion. The main focus is on subjective experiences and interpretations of digital technologies in diverse educational activities. These are seen in relation to more contextual aspects to illuminate how such aspects influence employees' practice, roles, and experience of inclusion/exclusion.
According to Buhl et al (2023), digitization and restructuring processes are shaped by "(...) several organizational conditions of which they are a part, and thus they change the individual's tasks, functions, roles, and professional identity" (Buhl et al., 2023, p. 10).
In this project, we expect to gain a deeper understanding of how employees relate to the digital tools they are expected to use in their day-to-day work. Our initial hypothesis is that how different platforms are experienced, and what emotions and reactions they elicit, might be related to factors such as age, gender, prior experience, academic field, education, and length of employment. Moreover, these factors might influence not only how employees use and relate to these platforms, but also how they experience expectations towards their ability and efficiency in using them. The results from the survey will be important both as background for the qualitative interviews, but also as insight into how employees can and should be trained in the tools needed to do their work, and how we can avoid digital exclusion in the workplace.
ReferencesAnthony, S., Gudmundsdottir, A. G., Kuokkanen, M., Sandell, S., Skoglöf, M., Størset, H. & Valgeirsdottir, H. (2019). Basic digital skills for adults in the Nordic countries. How can we turn challenges into opportunities? The Nordic Network for Adult Learning.
Buhl, M., Dille, M.H. & Kårstein, A. (2023). Morgendagens arbejdsliv i den digitale omstilling. Rapport 26.06.2023 Nordisk Netværk for voksnes Læring & Aalborg University. Morgendagens arbeidsliv i den digitale omstilling - NVL
Buhl, M., Dille, M.H. & Kårstein, A. (2022). Livslang lærings rolle i den digitale transformation – Hard to reach citizens. Forskningsrapport, Nordisk Netværk for voksnes Læring & Aalborg University.
Fossland, T. (2015). Digitale læringsformer i høyere utdanning. Universitetsforlaget.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and teacher education, 14(8), 835-854.
Henderson, M., Selwyn, N. & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education 42(8): 1567-1579. Doi: 10.1080/03075079.2015.1007946.
Luhmann, N. (1995): Social systems. Stanford, Calif.: Stanford University Press.
Ministry of Education and Research (2021). Strategy for digital transformation in the higher education sector 2021 - 2025. Strategy for digital transformation in the higher education sector - regjeringen.no
Pietilä, M., Drange, I., Silander, C., & Vabø, A. (2021). Gender and globalization of academic labor markets: Research and teaching staff at Nordic universities. Social Inclusion (ISSN: 2183–2803) 2021, Volume 9, Issue 3, Pages 69–80 P
Qvortrup, A & Qvortrup, L. (2018). Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, 22(7), 803–817. https://doi.org/10.1080/13603116.2017.1412506
Selwyn, N. (2016). Digital downsides: Exploring university students’ negative engagements with digital technology. Teaching in Higher Education, 21(8): 1006–1021. Doi: 10.1080/13562517.2016.1213229.
Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
06. Open Learning: Media, Environments and Cultures
Paper
Designing an Evaluation Tool to Assess the Use of Digital Resources Created for Students with Special Needs
Lillian Gran1, Anne Mette Bjørgen2, Yvonne Fritze3
1Inland Univeristy; 2Inland Univeristy; 3Inland Univeristy
Presenting Author: Gran, Lillian;
Bjørgen, Anne Mette
In this paper, we make a contribution by designing an evaluation model aimed at assessing the utilization of digital resources tailored for students with special needs. The topic of our study corresponds well with the theme of the conference in Education in an uncertain age in terms of shedding light on inclusive education both in terms of meting the needs of pupils, students, parents and students guidance in an Erasmus plus project DIgIEdu4SEN, Building a Digital Education Environment for Learners with Special Education Needs, an ongoing project.
Inland University is one of 12 contributions from all over Europe in the project and was given the responsibility to develop both piloting and evaluation o digital educational content and quality assurance of the Erasmus plus project.
Designing an evaluation tool to assess the use of digital resources presents a multifaceted challenge, requiring a comprehensive understanding of students' diverse learning profiles, collaboration with stakeholders, and the integration of mixed-methods methodologies. This abstract explores the complexities involved in developing an evaluation tool for digital resources in special education, highlighting key considerations, methodologies, and implications for promoting inclusive and equitable education in an uncertain world.
Research question:
What considerations should be taken into account in the design of evaluation tools to assess the utilization of digital resources for students with special needs, and how do these tools influence learning outcomes and experiences?
Objectives
1.Identify key considerations in evaluation tool design:
- Examine existing evaluation tools used to assess the utilization of digital resources for students with special needs.
- Identify key considerations, such as accessibility features, usability, adaptability, and alignment with diverse learning needs.
- Analyse expert opinions and best practices in the field to determine essential components for effective evaluation tools.
2.Assess impact on learning outcomes and experiences:
- Investigate the relationship between the design of evaluation tools and learning outcomes for students with special needs.
- Examine how different evaluation tools influence engagement, motivation, and overall learning experiences.
- Measure the effectiveness of evaluation tools in promoting inclusive learning environments and fostering positive learning outcomes.
3. Evaluate practical implementation and feedback mechanisms:
- Assess the feasibility and practicality of implementing various evaluation tools in educational settings catering to students with special needs.
- Gather feedback from educators, students, and stakeholders regarding the usability and effectiveness of these tools.
- Identify areas for improvement and recommendations for the development and refinement of evaluation tools to better support the diverse needs of students with special needs.
These objectives aim to comprehensively explore the considerations in evaluation tool design, their impact on learning outcomes and experiences, and the practical implementation aspects, thereby contributing to enhancing the educational support for students with special needs in digital learning environments.
State of the art and theoretical framework
A review of seven educational technology journals, 1970-2011 shows that the use of ICT (Information and Communication Technology) can have a positive impact on the learning outcomes and experiences of students with special needs. The article notes that ICT can provide students with special needs access to a wider range of learning resources and opportunities, as well as support for their individual learning needs. The authors argue that the use of ICT can promote inclusion and equal opportunities for students with special needs, and that it is important to continue to develop and evaluate ICT-supported learning interventions for this population. This argument highlights the potential benefits of using digital resources for students with special needs and underscores the importance of developing evaluation tools to assess the utilization of these resources (Starcic & Bagon, 2014).
Methodology, Methods, Research Instruments or Sources UsedThe digital units created in the project DIgIEdu4SEN will be piloted in at least 3 schools across 3 different countries for a school term. Teachers will be trained to use the digital content in the classroom with the students. In implementing digital resources in the classroom and developing parent and guidance training the perspective of Digital Bildung and an awareness of the paradox in education between the increasing focus on the use of digital tools and the unclear‘ digital mandate (Gran, 2019).
The evaluation aims to measure the effectiveness of the digital unit in improving the leaning outcomes and engagement of learners with disabilities in addition to identity improvements and adjustments.
The piloting of digital units will occur throughout a school term. During the use of these digital units, teachers will utilize the evaluation elements within each unit to assess how learners engage with each component and provide feedback accordingly. The feedback will be used to ensure effective, inclusive and responsive to the students special needs. In our evaluation we will use both focus group interviews and surveys to gather data on the usage of the digital recourses in addition to the feedback elements on the digital units.
Conclusions, Expected Outcomes or Findings The primary objective of our contribution in the Erasmus plus project is to produce a comprehensive report detailing the results of the pilot testing. This report will encompass the findings from the pilot testing phase, highlighting the effectiveness of the digital units in enhancing learning outcomes and engaging learners with disabilities, as well as identifying any areas requiring improvement. The use of digital resources will be based on student- active learning which has been found to correlate to both effective learning and being active producers of learning (Bjorgen & Fritze, 2020).
In conclusion, this research has addressed the complex landscape of evaluating digital resources for students with special needs, guided by the overarching question of what considerations are crucial in the design of evaluation tools and how these tools influence learning outcomes and experiences. Through a structured approach outlined by the objectives, key insights have been acquired.
Firstly, the identification of key considerations in evaluation tool design, including accessibility features, usability, adaptability, and alignment with diverse learning needs, is of importance. This involves a thorough examination of existing evaluation tools, expert opinions, and best practices in the field.
Secondly, the assessment of the impact on learning outcomes and experiences sheds light on the relationship between evaluation tool design and student engagement, motivation, and overall learning experiences. This exploration provides valuable insights into the effectiveness of these tools in promoting inclusive learning environments and fostering positive outcomes.
Lastly, the evaluation of practical implementation and feedback mechanisms emphasize the importance of assessing the feasibility and usability of various evaluation tools in educational settings catering to students with special needs. Gathering feedback from educators, students, and stakeholders will be instrumental in identifying areas for improvement and providing recommendations for the development and refinement of evaluation tools.
ReferencesBjørgen, A. M., & Fritze, Y. (2020). When student-activating teaching conflict with students' desire for efficiency. A communication perspective on undergraduate students' media use. Seminar.net, 16(2), 19. https://doi.org/10.7577/seminar.4049
Gran, L. (2019). Digital Bildung from a teacher´s perspective. Nordic Journal of Studies in Educational Policy, 5(2), 104–113. https://doi.org/10.1080/20020317.2019.1615368
Istenic Starcic, A., & Bagon, S. (2014). ICT-supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970-2011. British Journal of Educational Technology, 45(2), 202–230. https://doi.org/10.1111/bjet.12086
Mikropoulos, T. A., & Iatraki, G. (2023). Digital technology supports science education for students with disabilities: A systematic review. Education and Information Technologies, 28(4), 3911–3935. https://doi.org/10.1007/s10639-022-11317-9
Stalmach, A., D’Elia, P., Di Sano, S., & Casale, G. (2023). Digital Learning and Self-Regulation in Students with Special Educational Needs: A Systematic Review of Current Research and Future Directions. Education Sciences, 13(10), 1051. https://doi.org/10.3390/educsci13101051
|
