Digital Learning based Education: Transcending Physical Barriers 9811989664, 9789811989667

Table of contents :
Preface
Contents
1 Mapping the Access of Internet Facility to Schedule Tribe Population—An Approach Towards Digital Education
Introduction
Literature Review
Education and Digital Divide
Material and Method
Sample
Statistical Analysis
Study Area
Schedule Tribe Population—Dominating States and District
MANIT and Schedule Tribe Students—Socio Economic Profile
Internet Availability in ST Dominated District of Madhya Pradesh
Result and Discussion
Association Between Schedule Tribe Population and Internet Facility
References
2 An Effective Investigation on YIPe-Learning Based for Twenty-First Century Class
Introduction
Literature Review
Method
Results and Discussions
Developing ELT Materials Through Youtube, Instagram, and Pinterest (YIPe) Content Base
Conclusions
References
3 Cybersocialization Through Smart Digital Classroom Management (SDCM) as a Pedagogical Innovation of “Merdeka Belajar Kampus Merdeka (MBKM)” Curriculum
Introduction
Literature Review
A Cybersocialization and “Merdeka Belajar” in Indonesia
Merdeka Belajar Kampus Merdeka (MBKM) Curriculum in Industry Revolution 4.0
Educational Aid and Lecturer ICT Skills
Methodology
Participation in the Sampling Process
Procedure
Results and Discussions
Discussions
Conlcusions
References
4 Digital Education: The Basics with Slant to Digital Pedagogy-An Overview
Introduction
Objectives
Methodology Used
Review of Literature
Digital Education
Digital Education and Its Features
Digital Education and Stakeholders
Basic Technologies Used in Digital Education
Advantages of Digital Education
Challenges of Digital Education
Digital Pedagogy Vis-a-Vis Digital Education: The Context
Methods for Integrating Digital Technology in Teacher Education
Education 4.0 and Digital Education
Conclusion
References
5 Digital Education as an Integral Part of a Smart and Intelligent City: A Short Review
Introduction
Objectives of the Work
Digital Education: Basics
Smart City and Digital Education: Some Aspects
Smart Education
Smart Healthcare
Smart Economy
Smart Environment
Smart Infrastructure
Smart Transportation
Smart Industry
Changing Scenario of Digital Education in Smart World
Case Study on Some Digital Education in Smart City
Smart Board
Document Camera
3D Printing
Big Data
Conclusion
References
6 Pedagogical Considerations in the New Normal: From Tradition to Technology
Context and Issues
Socio-Psychological Isolation and Interactive Technology
Cognitive Issues and Pedagogical Considerations
Conclusion
References
7 Socio-Economic Relations in Digital Education: A Comparative Study Between Bangladesh and Nepal
Introduction
Research Objectives and Research Questions
Research Methodology
Contextualizing Digital Education
Digital Education in Bangladesh
Online Education in Bangladesh
Digital Education and Human Security in Bangladesh
Digital Education in Nepal
Online Education in Nepal
Digital Education and Human Security in Nepal
Policy Recommendations
Conclusion
References
8 Importance of Internal and External Psychological Factors in Digital Learning
Introduction
Background Study
Cognitive Process
Attention
Internal Factors
External Factors
Motivation (Toward Digital Learning)
Conclusion
References

Citation preview

Advanced Technologies and Societal Change

Amitava Choudhury Arindam Biswas Sadhan Chakraborti   Editors

Digital Learning based Education Transcending Physical Barriers

Advanced Technologies and Societal Change Series Editors Amit Kumar, Bioaxis DNA Research Centre (P) Ltd, Hyderabad, Telangana, India Ponnuthurai Nagaratnam Suganthan, School of EEE, Nanyang Technological University, Singapore, Singapore Jan Haase, NORDAKADEMIE Hochschule der Wirtschaft, Elmshorn, Germany Editorial Board Sabrina Senatore, Department of Computer and Electrical Engineering and Applied Mathematics, University of Salerno, Fisciano, Italy Xiao-Zhi Gao , School of Computing, University of Eastern Finland, Kuopio, Finland Stefan Mozar, Glenwood, NSW, Australia Pradeep Kumar Srivastava, Central Drug Research Institute, Lucknow, India

This series covers monographs, both authored and edited, conference proceedings and novel engineering literature related to technology enabled solutions in the area of Humanitarian and Philanthropic empowerment. The series includes sustainable humanitarian research outcomes, engineering innovations, material related to sustainable and lasting impact on health related challenges, technology enabled solutions to fight disasters, improve quality of life and underserved community solutions broadly. Impactful solutions fit to be scaled, research socially fit to be adopted and focused communities with rehabilitation related technological outcomes get a place in this series. The series also publishes proceedings from reputed engineering and technology conferences related to solar, water, electricity, green energy, social technological implications and agricultural solutions apart from humanitarian technology and human centric community based solutions. Major areas of submission/contribution into this series include, but not limited to: Humanitarian solutions enabled by green technologies, medical technology, photonics technology, artificial intelligence and machine learning approaches, IOT based solutions, smart manufacturing solutions, smart industrial electronics, smart hospitals, robotics enabled engineering solutions, spectroscopy based solutions and sensor technology, smart villages, smart agriculture, any other technology fulfilling Humanitarian cause and low cost solutions to improve quality of life.

Amitava Choudhury · Arindam Biswas · Sadhan Chakraborti Editors

Digital Learning based Education Transcending Physical Barriers

Editors Amitava Choudhury Department of Computer Science and Engineering Pandit Deendayal Energy University Gandhinagar, Gujarat, India

Arindam Biswas School of Mines and Metallurgy Kazi Nazrul University Asansol, West Bengal, India

Sadhan Chakraborti Kazi Nazrul University Asansol, India

ISSN 2191-6853 ISSN 2191-6861 (electronic) Advanced Technologies and Societal Change ISBN 978-981-19-8966-7 ISBN 978-981-19-8967-4 (eBook) https://doi.org/10.1007/978-981-19-8967-4 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore

Preface

This year has been an unprecedented one, in different facets. We all are well cognized with the pandemic going on, the consequence of which has led our world into virtual one and has brought about digital insurrection. Technology has entered our lives, in every sphere, like never before, whether it is in the ongoing businesses, educational institutions, and households. This digitalization has been rapid, and this has itself brought about a lot of impacts. Nowadays, we are exhibiting online education, whether to have online classes or webinars and e- conferences. So, we are witnessing an extreme revolution in our lives, one of the most significant impacts being on the education systems. Educational institutions are no more left open in most of the countries, so digital classrooms have replaced the physical classrooms. Educators and learners have shifted to online platforms which have gained massive momentum in just one year. The more the pandemic is accelerating, the severe is its impact. Digital education basically is a means of studying and teaching through different systems of computers, mobile phones, Internet, making use of various software, and several other associated devices; these have made our lives quite easier and are good for people of different age groups owing to their universal acceptability. This book covered the following learning observation: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Digital Transformation in Education Psychological Necessity for Digital Learning Technology-based Education Pedagogies Of Digital Learning in Higher Education Digital Learning in Educational Contexts (Subject Wise Dependency) Digital Learning in Motion: From Book Culture to The Digital Age Flipped Classroom Strategies Best Technology Tools to Engage Students Tech Trends That Are Shaping Classrooms Education Socioeconomic Relation in Digital Education

The aim of this book is to get the readers through the systematic evolution of digitized education: trends, advances and to address the challenges encountered and their solutions towards the use of advanced technologies. The book mainly covers a variety v

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Preface

of areas such as blended learning in modern education, flip classroom, ICT-based education, and digital transformation of education. Gandhinagar, India Asansol, India Asansol, India

Amitava Choudhury Arindam Biswas Sadhan Chakraborti

Contents

1 Mapping the Access of Internet Facility to Schedule Tribe Population—An Approach Towards Digital Education . . . . . . . . . . . . . Neha Pranav Kolhe, Krishna Kumar Dhote, and Aditi Parihar

1

2 An Effective Investigation on YIPe-Learning Based for Twenty-First Century Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Muthmainnah, Souvik Ganguli, Ahmad Al Yakin, and Abd. Ghofur

21

3 Cybersocialization Through Smart Digital Classroom Management (SDCM) as a Pedagogical Innovation of “Merdeka Belajar Kampus Merdeka (MBKM)” Curriculum . . . . . . . . . . . . . . . . . . Ahmad Al Yakin, Muthmainnah, Souvik Ganguli, Luís Cardoso, and Andi Asrifan

39

4 Digital Education: The Basics with Slant to Digital Pedagogy-An Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ritam Chatterjee, Abhijit Bandyopadhyay, Sucheta Chakraborty, and Sangita Dutta

63

5 Digital Education as an Integral Part of a Smart and Intelligent City: A Short Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nilanjan Das

81

6 Pedagogical Considerations in the New Normal: From Tradition to Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sasmita Kar and Sukirti Kar

97

7 Socio-Economic Relations in Digital Education: A Comparative Study Between Bangladesh and Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Debasish Nandy and Debtanu Majee

vii

viii

Contents

8 Importance of Internal and External Psychological Factors in Digital Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Tanmay Bhowmik, Subhechha Majumdar, Amitava Choudhury, Avishek Banerjee, and Bishwajit Roy

Chapter 1

Mapping the Access of Internet Facility to Schedule Tribe Population—An Approach Towards Digital Education Neha Pranav Kolhe, Krishna Kumar Dhote, and Aditi Parihar

Introduction The usage of Information and Communication Technologies (ICTs) is becoming progressively vital in today’s world for citizens to participate fully in financial, radical, and societal life [46]. A wide use of ICTs, according to several scholars and policymakers, enables economic progress [46, 52]. Various international organizations continue to promote the utilization of data and correspondence advances (ICTs) to achieve inclusive growth and improved governance, as well as to create innovative capital accumulation potentials for disadvantaged communities and to deliver wellness, schooling, and some other common public facilities throughout the globe, particularly in evolving nations [56]. Taking the instance, target 9.c of the United Nations’ Sustainable Development Goals (SDGs) is to “substantially enhance access to ICT and try to provide universal and inexpensive Internet access to the least developed nations by 2020.” Institutions as well as social organizations, on the other hand, do not have equitable access to ICTs as a result of growing financial inequalities and the global tenacity of poverty. The gap is often seen as a stumbling block to progress. It necessitates a greater awareness, not only through regards to device or wireless Internet, but also in regards to acknowledging discrepancies in access to as well as usage of digital technologies, which exacerbate underlying multi-dimensional socioeconomic disparities. There are social and majority rule separates, topographical partitions, and, all the more curiously, computerized isolates in regions like sexual identity, mastery of the English speech, specialized qualifications, school education excellence, age demographic, caste, status, etc, in contrast to rural but also urban splits [53]. Numerous research has indicated that reduced socioeconomic classes’ academic, medical, and jobs market results are harmed by an absence of availability to digital technologies [17, 20, 38, 45]. N. P. Kolhe (B) · K. K. Dhote · A. Parihar Maulana Azad National Institute of Technology, Bhopal, India e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 A. Choudhury et al. (eds.), Digital Learning based Education, Advanced Technologies and Societal Change, https://doi.org/10.1007/978-981-19-8967-4_1

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N. P. Kolhe et al.

Top universities around worldwide have been forced to convert to digital educational experiences due to COVID-19. Conversely, a huge percentage of poor schoolchildren without computer systems as well as Internet service seem to have been incapable to engage in Internet-based learning due to the technological divide [31], delineating the obligation of the computerized split in heightening the customary instructive uniqueness between the approaching advanced administrations and those that don’t have. According to [14] persons who utilize the Internet earn more money than those who do not. The digital gap is considered as a stumbling impediment to growth. It demands a greater knowledge, not only in considerations of device or Internet connections, but mostly in terms of addressing inequities in accessibility to and use of Internet platforms, which accentuate existing complex social divisions. Numerous studies have recommended Internet access as a solvent to digital inequity, but they have received a lot of criticism [53]. Many state-led efforts (for example, India’s National Digital Literacy Mission) emphasize increasing access to technical artifacts because they believe that access is the most pressing issue [12, 13]. Nevertheless, major causes and implications related to unequal technology dissemination rooted in socioeconomic inequality have received scant consideration in research along with practitioners, particularly within the country India [48]. Inequitable chances for gaining ICT-related skills (based on poverty, education, and caste) have been disregarded, as has how ICT penetration reinforces and accelerates gender, race, caste, and occupational inequities [23, 32]. The previous century was marked by a vast global educational expansion. A bettereducated workforce is required in increasingly complicated economies. Furthermore, amid a globalizing world culture, nation-states are increasingly required to assume responsibility for citizen education [33]. Despite educational advancement, research on educational strati? cation reveals that educational inequality between different social strata persists, and in some cases even worsens [22]. The most amusing evidence throughout this field of research is that human diversity, as measured by a family’s level of education, enhanced children’s possibility of achieving higher education in communist civilizations as well [54], but also that ethnic inequalities greatly expanded in high school even as elementary school access has become ubiquitous [21]. These considerations present substantial obstacles to nation-states aiming to reduce educational disparities between socioeconomic classes. What policy options are available if educational expansion and education programs that are broadly equal fail to alleviate educational disadvantages for marginalized populations [11]? Affirmative action, often known as positive discrimination, has long been viewed as a way to directly address educational disparities [40]. Therefore, the aim of this paper is to examine the socioeconomic backgrounds of students at Madhya Pradesh’s national institutes of technology and evaluate the availability of Internet services in M.P.’s ST dominated districts.

1 Mapping the Access of Internet Facility to Schedule Tribe …

3

Literature Review Caste is a distinctive social categorization identifier within South Asia, specifically throughout the countries like India. The caste classification is defined taking into consideration the varying levels of social, financial and economic disparity [15]. Some caste clusters in India are usually long been subjected to social and economic prejudice. “Caste is not an antique ritual system, but a dynamic feature of modern economies,” writes [35] in a recent assessment. Furthermore [11], make an argument that caste and financial status are closely intertwined in Indian society especially in the absenteeism of deprived caste groups from natural goods for instance property, academic education, as well as segregation depending on the caste in the job sector. They also note that “inequality of opportunity” and “inequality of outcome” discriminate against impoverished caste groups [42]. The Indian Constitution doles out some ethnic minority social occasions, by and large implied as groups or tribals, as Scheduled Tribes (STs), which address approximately 8% of the nation’s overall people. One of their distinguishing characteristics is that the majority of STs live in secluded and inaccessible hills and woodland places throughout the country’s interior. Nearly 22% of tribal settlements have fewer than 100 people, more than 40% have between 100 and 300, and a minor percentage have fewer than 500. Despite the fact that non-tribals make up the majority in these states, tribals account for 83 percent of the total population in Madhya Pradesh, Orissa, Bihar, Maharashtra, Gujarat, Rajasthan, Andhra Pradesh, and West Bengal [50]. Dalits are given the most lower position in the ordered progression, and they have for some time been barred from the rank framework because they are not meriting such grouping [11]. Accordingly, they were dubbed “untouchables” as opposed to standing Hindus, who had a place with one of the four essential positions. Dalits’ unfortunate status is purportedly because of their contribution in foul or profane errands, for example, cleaning, butchering, wiping out human waste, going to incineration grounds, washing dress, as well as fishing. Upper-rank Hindus keep away from direct cooperation with people who participate in contaminating exercises. Connections that incorporate any type of direct actual contact, for example, sharing of cooking and eating utensils or wells used for water collection, along with the support in get-togethers, are restricted [4, 26]. As demonstrated by the definition of Adivasi (Adi = earliest time, Vasi = inhabitant of), Scheduled Tribes are considered India’s “original occupants” or “indigenous peoples.” However, the Indian government dislikes phrase “indigenous peoples” because this is “divisive” and “undermines the Indian nation’s unity.” As a result, the term Adivasi is avoided in this article, although the phrase ‘tribals’ is used interchangeably with Scheduled Tribes. Finally, and perhaps most importantly, Scheduled Tribe issues are frequently confused with Scheduled Castes issues. This can be seen as a misrepresentation because tribals’ grounds for exclusion are vastly different than those of non-tribals. Tribals are not subject to ritually sanctioned exclusion, such as untouchability, because they do not strictly fit into the Hindu caste hierarchy. All things considered, on account of their geological confinement in rustic segments of

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N. P. Kolhe et al.

the country, they are minimized. Dissimilar to Scheduled Castes, ancestral clans have consistently claimed no less than means of land and depended on horticulture to get by. As the state expects responsibility for forest land and enterprises (particularly mineral-based businesses) gradually venture into ancestral regions, STs are turning out to be progressively isolated from their territory and financial vocations [3]. Adivasis are thought to be the land’s “original population.” Tribal groupings have different customs and practises from mainstream Hinduism, as well as from one tribe to another. The adivasis who typically are isolated according to their location, often have their livelihood in highland settlements far from Hindu villages and surviving on natural food. The British government created designated regions for indigenous people, which exacerbated the geographic divide [4]. Case-based disparities in training, pay, and abundance persevere in contemporary India, as per a few late examinations. Distraught standing gatherings keep on confronting segregation in the work market and corporate economy, and rank-based disparities in training, pay, and abundance continue [5, 27, 30, 47, 57]. For instance, not exclusively are the education-related results of impeded caste groups mediocre than those of others [5, 6, 11] the profit from schooling for SCs has diminished somewhere in the range of 1983 and 2000. In India, such caste-based groups have less open doors for financial and instructive versatility than non-burdened caste groups [36, 44]. Madhya Pradesh’s tribal literacy rate was 7.62% in 1971, rising to 10.68% by 1981 and 21.54% in 1991, according to census data. Neediness and terrible monetary circumstances, social traditions, social ethos, absence of mindfulness and perception of the meaning of formal instruction, struggle and hole among home and school, etc. are all financial and social factors. Tribals’ educational deficit has inextricably been linked to their bad economic situation and poverty, according to studies [50].

Education and Digital Divide The Indian advanced education framework is one of the world’s biggest. Lately, India has encountered significant instructive development [11]. At the hour of India’s freedom, there were only 20 colleges and 500 schools with 0.1 million scholars [8]. As found in Tables 1.1 and 1.2, educational achievement developed for both young men and females across all friendly classes somewhere in the range of 1983 and 1999–2000, yet normal academic fulfillment stayed very less. The advancement of technology has resulted in significant changes in practically every aspect of existence. Technology has also had an impact on the educational process. In the previous 10 years, face-to-face education has undergone a significant transformation [28]. One of the most significant aspects of today’s computer usage is the capacity to access the Internet [34]. Only the fortunate had access to the Internet, a quiet study space, and a computer for schoolwork, all of which were essential for keeping in line towards the learning system [25, 37, 43].

1 Mapping the Access of Internet Facility to Schedule Tribe …

5

Table 1.1 During 1983 and 1999–2000, academic achievement (in percent) among youths in the age range of 24–29 for male population as per [11] 1983

1987–88

1993–94

1999–2000

26.88

27.46

21.19

17.08

Males Upper caste Hindu and other Never enrolled Below primary

8.3

9.05

9.84

8.18

Primary completed

18.08

17.39

13.95

11.61

Middle school completed

19.93

17.5

18.28

20.47

Secondary completed

17.91

19.12

24.28

28.25

College graduate

8.9

9.48

12.46

14.41

Total

100

100

100

100

Dalit Never enrolled

53.3

53.36

46.15

36.75

Below primary

10.57

9.39

10.89

11.21

Primary completed

15.06

15.69

13.49

13.87

Middle school completed

12.1

11.76

13.08

16.76

Secondary completed

6.8

6.86

12.87

16.58

College graduate

2.18

2.93

3.51

4.83

Total

100

100

100

100

Adivasi Never enrolled

62.72

62.47

52.81

43.94

Below primary

9.62

9.58

12.21

11.52

Primary completed

13.16

10.94

12.81

11.17

Middle school completed

7.95

8.24

11.03

14.22

Secondary completed

5.35

7.03

8.55

14.21

College graduate

1.2

1.75

2.59

4.94

Total

100

100

100

100

Muslim Never enrolled

45.18

46.41

39.41

32.27

Below primary

10.71

10.9

12.83

12.22

Primary completed

14.98

17.34

14.16

13.73

Middle school completed

14.41

12.51

14.39

18.16

Secondary completed

10.76

9.51

13.27

17.07

College graduate

3.96

3.33

5.94

6.55

Total

100

100

100

100

* Some Total may not sum to 100 because of rounding

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N. P. Kolhe et al.

Table 1.2 During 1983 and 1999–2000, academic achievement (in percent) among youths in the age range of 24–29 for female population as per [11] 1983

1987–88

1993–94

1999–2000

56.54

54.07

48.23

40.85

Females Upper caste Hindu and other Never enrolled Below primary

6.73

8.04

8.43

8.29

Primary completed

13.9

13.61

12.07

10.97

Middle school completed

10.09

9.93

12.16

14.42

Secondary completed

8.53

9.58

12.57

16.38

College graduate

4.21

4.78

6.54

9.09

Total

100

100

100

100

Dalit Never enrolled

84.28

84.77

77.45

67.39

Below primary

3.81

4.05

6.65

7.4

Primary completed

6.19

5.71

6.72

8.39

Middle school completed

3.68

3.27

5.54

8.81

Secondary completed

1.58

1.71

3.08

6.34

College graduate

0.46

0.48

0.56

1.67

Total

100

100

100

100

Adivasi Never enrolled

87.85

85.25

81.42

71.2

Below primary

3.61

4.27

5.61

8.82

Primary completed

4.43

4.43

5.15

5.81

Middle school completed

2.71

2.87

4.52

7.33

Secondary completed

1.01

2.21

2.17

5.7

College graduate

0.4

0.96

1.13

1.14

Total

100

100

100

100

Muslim Never enrolled

73.49

71.7

63.23

54.78

Below primary

6.89

8.29

9

11.24

Primary completed

10.13

9.61

11.75

10.73

Middle school completed

5.19

5.88

9.24

12.18

Secondary completed

3.28

3.33

5.08

8.9

College graduate

1.01

1.19

1.69

2.17

Total

100

100

100

100

1 Mapping the Access of Internet Facility to Schedule Tribe …

7

Only a few research have looked into the digital gap in India. There are not many examinations in India that have seen position-based advanced disparity utilizing broadly agent information. The sole exemption is a new report led by Tewathia et al. [53]. They analyzed the connection among social and advanced disparity in India utilizing the organization impacts method. The information for this study comes from the 2011 Indian Human Development Survey. They discovered significant variations in computer ownership and usage, as well as Internet access, among India’s various socioeconomic strata. They uncover that instructive accomplishment, standing, and family occupation are a portion of the variables that are connected to PC and Internet proprietorship and use in India. One other research by [49] relied on the data collected by 500 people from four different states in India’s north and central regions (Haryana, Madhya Pradesh, Punjab, and Rajasthan), showed that instruction and some colleague with the English language are significant determinants of PC and Internet use. Their discoveries likewise uncover an extensive uniqueness in PC and Internet use among guys and females. In view of a linear investigation of approximately 210 households in rustic India [55], discovered that “social network characteristics contributed considerably to the explanation of technology use.” Further, various other authors have given their point of view on education of ST students and its relation to Internet. These inferences are elaborated in Table 1.3.

Material and Method Sample This paper utilizes the data majorly from Census of India, 2011. However, 2021 was the recent Census year and the Narendra Modi government decided not to conduct it due to the Covid pandemic. The data from the administrative department of Maulana Azad National Institute of Technology is taken into consideration in order to analyze the socioeconomic profile of the ST students over the year from highly dominated districts from the year 2016 to 2021. The data for 2016–2021 has been collected for MANIT students as these are the students that had used the platform of digital education during the covid pandemic period. Further the correlation analysis has been conducted using ST population data, the Internet availability and the literacy rate among the districts of Madhya Pradesh. The survey did not track the use of ICT assets. Class background is determined by factors such as household income, community, and education, whereas class position is determined by factors such as education. The examination looks at whether aberrations in examples of ICT resource possession and use arise along the social components of station and training.

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N. P. Kolhe et al.

Table 1.3 Annotated bibliography showing the major inferences related to ST students, education, Internet, etc. Citations

Method

Inferences

[2]

The indexes of illiteracy, dropout rates, and deteriorating circumstances of SC and ST underprivileged groups were predominantly used in this study. Finally, this research highlights the fact that the pandemic has irreversibly harmed the education sector, bringing about a huge digital divide by breaking the all-inclusive rule of open schooling

Because students from the most marginalized sections of society cannot access quality education in any way, it is critical and urgent to devote more attention to preschool education by providing adequate financial support, expanding resources, and extending their arms to create a high-quality school education that is accessible to all children via the Internet

[53]

The study makes use of a huge scope public quantitative data to reveal new insight into the connection between Internet partition and financial imbalance in India

As indicated by information research, the less taught, lower-pay gathering, and lower standing layers are dynamically underestimated on the grounds that they need ICT resources and the capacity to use them. The family’s most elevated grown-up schooling, position, and essential wellspring of abundance all impact ICT possession and use. Differing socioeconomic groups in India have vastly different degrees of ICT ownership and usage

[42]

Using extensively delegate audit data, this study examines the first-degree high-level segment (PC ownership and Internet access) and the second-degree advanced partition (people’s PC and Internet capacity) between underprivileged caste categories and others

According to the research, India has a significant first- and second-degree of Internet-based digital split among underprivileged caste categories as well as that of others. The conclusions of non-linear segmentation show that India’s digital gap is grounded in previous socio-economic of lower categories of respondents. Inequalities in educational achievement as well as wealth among underprivileged societies and others account for over half of said caste-based digital divide

[29]

This study gives a new point of view on the mind-boggling connection between computerized correspondence innovations and generally minimized stations like Dalits

The conclusion highlights the confluence of three elements: caste’s permanence in peri metropolitan India, the social development of ICT use, and myopia in traditional understandings of India’s digital gap (continued)

1 Mapping the Access of Internet Facility to Schedule Tribe …

9

Table 1.3 (continued) Citations

Method

Inferences

[41]

The computerized partition in India is analysed in this section from the perspective of the labor force in the data and correspondence innovation (ICT) industry. It analyzes the computerized partition as far as Internet access and use through the crystal of social disparity

The research states that those who fall into the SC/ST classifications are from a lower caste/lower class, often have inferior educational backgrounds, and are deemed to be among India’s most disadvantaged groups. The authors contend that unequal access to ICTs, particularly the Internet, by disadvantaged groups is the result of a lower class background imparted by poorer parental education, employment status, and family income, as evidenced by a review of conflict theories

[19]

The degree of advanced imbalance was estimated across the provincial metropolitan gap, financial classes, and political-geographic divisions, as indicated by the exploration (States and regions)

As per the creators, the key explanation of the computerized hole is imbalance in family financial circumstances, schooling, occupation profile, and social disservice as Scheduled Caste and Scheduled Tribe

[1]

The paper sees how admittance to online learning improves opportunities for the informed while making it blocked off to the less lucky causes “injustice.”

As per this article, disparity should be handled not just in the social, financial, and political domains, yet in addition in the information economy. By addressing the digital gap, connecting individuals together in the search for knowledge, encourage individuals to come up with new approaches and perspectives, and, most crucially, enabling the learning experience increasingly democratic, ICT-empowered schooling would enable educators and understudies to walk along the street of the information economy strikingly

Statistical Analysis The study employed a statistical correlation strategy in the research. The concept correlation, often termed as correlation analysis, applies to the relationship or link that exists between two (or more) quantitative variables. This study is predicated on the premise that the quantitative variables have a straight–line [linear] connection. It evaluates the “strength” or “degree” of a relationship between the factors, as well as its course, similarly that the proportions of the relationship for twofold factors do [18]. A correlation coefficient, with values ranging from −1 to +1, is the end result of a correlation analysis. A relationship coefficient of +1 shows that the two factors are phenomenally related in a positive [linear] way, a connection coefficient of—1 suggests that the two factors are impeccably credited in a negative [linear] way, and

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N. P. Kolhe et al.

a relationship coefficient of zero implies that there is no direct association between the two factors being dissected [16].

Study Area As per literature study, Madhya Pradesh is one of the states with a major ST dominated population. There are majorly 5 districts in Madhya Pradesh namely, Dhar, Alirajpur, Khargone, Dindori and Barwani, with more than 50% of people residing from the ST category. Bhopal, Madhya Pradesh, India’s Maulana Azad National Institute of Technology (MANIT or NIT Bhopal, NIT-B) is a government specialized establishment. It is one of India’s National Institutes of Technology, an assortment of broadly supported institutions. It is one of Madhya Pradesh’s most prestigious government institutions. Being a government college there are benefits like affordable fees, quality education, high tech technology-oriented infrastructure, etc. This institute further has half of the seats reserved for the domicile students of Madhya Pradesh. Moreover, there is considerable casted based seats reserved for ST population. All these factors make this institute a gateway of education for ST students.

Schedule Tribe Population—Dominating States and District The expanded attention to these issues of rejection, feebleness, and minimization requires speedy activity to appropriately address them. Poor and other barred segments of society, such as Scheduled Castes (SCs), Scheduled Tribes (STs), as well as ladies, usually need extraordinary formative requirements, yet their necessities alone don’t suggest mindfulness and the capacity to make an aggregate move in an undeniably democratized framework, as policymakers, academicians, scientists, and improvement experts have understood [39]. There are 573 STs in the United States, living in numerous pieces of the country. A large proportion of ancestral clans communicate in dialects that are particular from those spoken in the state where they are found. There are north of 270 dialects in this classification. The Austric, Dravidian, Tibeto-Chinese, and Indo-European language families usually are the most well-known in India, with the Austric, Dravidian, Tibeto-Chinese, and Indo-European dialects being the most widely recognized. Most STs live in dispersed homes in the nation’s inside, remote, and unavailable uneven and backwoods regions, which is one of their distinctive qualities. Almost 22% of ancestral residences have less than 100 people, and over 40% have somewhere in the range of 100 and 300 individuals, while some have less than 500. In spite of the way that tribals make up just 8% of the Indian populace, they are the larger part in many states and association regions and have a sizable populace in others. In Mizoram (94.75%), Lakshadweep (93.15%), Nagaland (87.70%), and Meghalaya, they are

1 Mapping the Access of Internet Facility to Schedule Tribe …

11

by far most (85.53%). Regardless of the way that non-tribals make up the greater part in these states, West Bengal Madhya Pradesh, Bihar, Gujarat, Andhra Pradesh, Rajasthan, Maharashtra, and Orissa represent 83% of the whole ancestral populace [50]. Since the early 1950s, India’s teenage population has exploded, with those aged 10–21 accounting for the greater part of the nation’s populace (57%). Rural adolescent populations are growing at unprecedented rates, accounting for roughly 73% of the total youth population [7]. The province of MP has a populace of 60.4 million individuals, with 73% of them living in rustic regions and 37% of them living in neediness. 15.5 and 19.9% of the populace have a place with booked standings and clans, separately. The sheer size of MP and its intense climate make conveying medical services very troublesome (30.7% of the 304,000 km2 land region is backwoods covered) [9].

MANIT and Schedule Tribe Students—Socio Economic Profile Madhya Pradesh is located in the middle of India. MANIT is located in the core of Bhopal on a lovely level with a verdant 650 acres of land grounds [51]. This is a very big campus with a large number of students, hostels, faculties, infrastructure, etc. As per the records, there are considerable students in MANIT that come from ST category over the years. Since MANIT Bhopal is a government organization there are reserved seats for ST category students. Figure 1.1 presents the social composition of ST students from the states that have that are enrolled in MANIT. These are the 40 34

35 No. of Studnets

30 25 19

20 15

Schedule Tribe

10

Schedule Tribe PH

5

1

1

2

2

1

0 Male

Female Female

Christian Christian

Male

Hindu

ARUNACHAL PRADESHCHATTISGARH

Female

Male

Hindu

Female Christian

MADHYA PRADESH ORISSA

Fig. 1.1 Social composition of ST students in MANIT, 2021

1

12

N. P. Kolhe et al.

profile of the students from the states in which the ST population is more than 20%. The ST students included ST population that is Physically handicapped (PH). 95% of Students community belongs to Hindu category and 5% of students belongs to Christian community. Among the 61 students 62% of students are male and rest are from female category. There are few numbers of students that come from the most ST oriented districts of Madhya Pradesh like Dhar, Alirajpur, Khargone and Barwani. The data for the year 2016–2021 has been represented in Table 1.4 as no students got admitted in the year 2020 and 2021 from the districts Dhar, Alirajpur, Khargone and Barwani. An individual’s or alternately family’s financial standing is a joined monetary and humanistic complete proportion of their work insight, financial admittance to assets, and social situation in contrast with others. Because of their perceived low social position in India, STs have endured deprivation and social isolation. They also faced educational challenges as well as a slew of economic issues, including poverty, a lack of property ownership, a limited range of occupations, and landlessness. Most ST students entering MANIT in 2016 from the districts of Dhar, Alirajpur, Khargone Barwani and Dindori has as a very good gender ratio regardless of the fact that girls are given less opportunities as shown in Table 1.5. All of these students belong to Hindu community. The economic status of these students can be inferred from the family income which ranges from Rs 40000 to 530000 annually. Despite the fact that girls are offered less opportunities, most ST students attending MANIT in 2017 from the districts of Dhar, Alirajpur, Khargone, and Barwani have a very good gender ratio with a greater number of girls as compared to boys. These Table 1.4 Number of ST students in MANIT from selected districts 2016 Dhar

2017

2018

2019 49/2020

50/1682

51/1695

39/1688

1

4

2

4

2020

2021

56/2026

51/1841

0

0

Alirajpur

0

0

0

3

0

0

Khargone

3

0

1

10

0

0

Barwani

2

0

2

4

0

0

Dindori

2

0

0

0

0

0

Table 1.5 Socioeconomic profile of ST students from selected districts, 2016 Socio economic profile 2016

Gender M

Community

Economic

F

Dhar

1

–

Hindu

1.6 lakhs

Khargone

3

–

Hindu

40,000–5.3 lakh

Barwani

–

2

Hindu

40,000–2.1 lakh

Dindori

2

–

Hindu

40,000–3.3 lakh

1 Mapping the Access of Internet Facility to Schedule Tribe …

13

students are all members of the Hindu community. The household income of these pupils, which ranges from Rs 160000 to Rs 600000 per year, can be used to estimate their economic condition as mentioned in Table 1.6. In 2018, there are more male students with a count of 4 while just 1 female student who belonged to ST category. These 5 students are the resident of the selected districts which are Dhar, Alirajpur, Khargone, and Barwani. All the students are from Hindu community. The annual income of the family of these students ranges from as low as Rs. 30000 to as high as Rs. 400000 as shown in Table 1.7. As compared to the year 2016, in 2019 more number of ST students from Dhar, Alirajpur, Khargone, and Barwani took admission in MANIT Bhopal. There was a total of 21 students with 14 male and 7 female as shown below in Table 1.8. They all belonged to Hindu community. There is a wide diversity in the economic status of these students as their annual family income range from just mere Rs. 30000 to Rs 940000. Table 1.6 Socioeconomic profile of ST students from selected districts, 2017 Socio economic profile 2017

Gender M

F

Dhar

1

3

Community

Economic

Hindu

1.6–6 lakhs

Table 1.7 Socioeconomic profile of ST students from selected districts, 2018 Socio economic profile 2018

Gender

Dhar

2

M

Community

Economic

Hindu

75,000–10 lakh

F

Alirajpur

–

–

–

–

Khargone

–

1

Hindu

3.8 lakhs

Barwani

2

Hindu

30,000–4 lakhs

Table 1.8 Socioeconomic profile of ST students from selected districts, 2019 Socio economic profile 2019

Gender M

Community

Economic

F

Dhar

3

1

Hindu

30,000–7.5 lakhs

Alirajpur

1

2

Hindu

3–5 lakhs

Khargone

7

3

Hindu

40,000–9.4 lakhs

Barwani

3

1

Hindu

5.5–7.5 lakhs

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N. P. Kolhe et al.

Internet Availability in ST Dominated District of Madhya Pradesh ICT overall, as well as the Internet explicitly, have enabled the introduction of a colossal number of new associations that have completely changed how people and affiliations connection point and award, direct business, accomplish monetary development, increment government assistance, and even lead legislative issues [58]. Hence, while drawing in with ICT, having a more prominent instructive fulfillment ought to simplify it to adapt to the innovation’s intricacy, lessening the effect of the difficulties [24]. Along these lines, educational advances the retention and cognizance of information, bringing about a developing data hole between the informed and the uninformed [10]. In Madhya Pradesh 21.1% of population belongs to schedule tribe category. Out of 50 districts, 5 districts of Madhya namely, Alirajpur, Khargone, Dhar, Barwani, and Dindori have more than 50% of schedule tribe population as per census of India (2011). The basic need to provide ease of digital education is the availability of Internet. The census of India 2011 provides the information about the reach of Internet facility with the households having laptop/computers. Table 1.9 shows the Internet availability and literacy rate compared with total ST population. Further, it also shows Internet in urban areas and the total urban ST population in the most ST dominated districts of Madhya Pradesh.

Result and Discussion Association Between Schedule Tribe Population and Internet Facility The Pearson correlation between the ST dominated districts and Internet is utilized to understand the relationship between the ST Population and availability of Internet as shown in Table 1.10. At the step 1 the association between total ST population in the districts with respect to Internet facility available in the states is examined. The result depicts negative correlation with low degree of correlation (r = −0.21). But, the result of correlation with Urban ST Population and availability of Internet facility in urban areas represents positive correlation with high degree of association (r = 0.77). At the step-2 the correlation is examined at those districts where the ST population is more than 50% with Internet facility in these districts. The result represents a negative correlation with high degree of association (r = −0.72). Although the result of correlation with respect to the all 50-district data for total Urban ST population and Internet facilities in urban areas represent positive correlation, the correlation of total population and Internet facilities in the districts and urban ST population and Internet facilities in these urban areas where ST population is more than 50%

1 Mapping the Access of Internet Facility to Schedule Tribe …

15

Table 1.9 Internet availability and literacy level in ST dominated district of Madhya Pradesh District

ST population (%)

Literacy rate (%)

ST literacy rate (%)

Total internet (%)

Internet in urban settlements (%)

Urban ST population (%)

Alirajpur

89

30

26

0.2

2.1

3.20

Barwani

69

41

31

0.5

2.3

3.79

Khargone

69

59

36

0.6

2.4

0.04

Dindori

65

56

50

0.3

2.2

1.61

Dhar

56

51

38

0.6

2

6.58

Seoni

49

58

54

0.4

2.4

2.71 11.41

Anuppur

48

60

50

0.8

2.5

Mandla

46

63

51

0.4

2.2

3.291

Betul

42

61

44

0.6

2.3

4.29

Chhindwara

37

63

49

0.8

2.6

7.30

Khandwa

36

63

39

0.7

3.1

3.99

Jhabua

36

73

29

0.4

3.2

3.39

Hoshangabad

35

63

50

1.1

3

Katni

31

35

45

0.8

3.1

6.81

Shahdol

31

60

46

0.7

3

6.01

10.85

Burhanpur

30

55

30

0.7

1.7

3.46

Singrauli

27

53

39

1.1

5.7

5.91

Sidhi

27

52

43

0.4

1.7

3.37

Satna

24

61

41

0.8

3.1

6.56

Balaghat

23

69

57

0.4

2.4

9.54

Umaria

21

61

45

0.6

2.7

8.61

Shivpuri

20

55

32

0.5

2.8

3.80

Indore

18

67

46

7.9

10.2

38.11

Narsimhapur

18

63

54

0.6

2.5

7.41

Dewas

17

60

40

1.2

3.5

9.40

Ratlam

17

63

36

1.2

4

5.39

Guna

15

57

34

1

3.9

4.79

Rewa

13

66

42

0.6

3.4

8.23

Raisen

13

54

48

0.4

1.3

7.27

Panna

13

63

37

0.3

1.7

3.94

Damoh

13

60

44

0.5

1.8

3.51

Jabalpur

11

72

55

4

7

21.43

Sehore

11

64

42

0.6

2.2

5.211

Sagar

10

63

45

0.9

2.9

6.13 (continued)

16

N. P. Kolhe et al.

Table 1.9 (continued) District

ST population (%)

Ashoknagar

Literacy rate (%)

ST literacy rate (%)

Total internet (%)

Internet in urban settlements (%)

Urban ST population (%)

10

57

32

0.4

1.5

5.41

Sheopur

9

53

32

0.2

1

2.61

Ujjain

8

57

52

2

4.8

30.93

Harda

8

68

41

0.9

2.5

3.81

Neemuch

7

56

36

1.1

3.1

11.95

Gwalior

6

55

40

4.3

6.8

24.06

Shajapur

5

48

54

0.5

1.9

9.54

Rajgarh

4

58

47

0.5

1.8

9.45

Chhatarpur

4

55

34

0.5

2.2

6.34

Vidisha

4

54

36

0.6

2.5

0.06

Bhopal

3

72

55

8.4

10.1

72.45

Tikamgarh

3

64

33

0.4

1.5

9.30

Datia

2

63

43

0.4

1.3

27.70

Mandsaur

2

61

46

0.8

3

13.44

Morena

2

67

45

0.5

1.7

0.71

Bhind

0

66

48

0.4

1.1

0.76

represents negative correlation with high degree of correlation (r = −0.72 and r = 0.80 respectively). The reason can be the negative, intermediate and strong correlation in the districts with respect to literacy rate (r = −0.43, r = −0.75). Also, the low the income level may be a hindrance to avail the Internet facilities through laptop. Among the central hatchets prompting uniqueness in the Indian culture standing parcels the general population into monetarily and enlighteningly advantaged and Table 1.10 Internet availability and literacy level in ST dominated district of Madhya Pradesh Pearson correlation coefficient between ST population and internet facility r

N

−0.21

50

0.77

50

Total ST-internet (>50%)

−0.72

5

Urban ST-internet (>50%)

−0.80

5

ST-literacy rate correlation (Districts with total population)

−0.43

5

ST-literacy rate correlation >50% (ST dominated districts with total population more than 50%)

–0.75

5

Total ST population—Total internet availability Urban ST population—Urban internet availability

1 Mapping the Access of Internet Facility to Schedule Tribe …

17

oppressed classifications. With the backing of measurable proof from the statistical relationship, the paper reveals a degree which discusses the proprietorship ICT resources, abilities, and utilization related with the financial status of Indian families. Most of these circumstance demonstrates that ICTs defines a grim chance for making innovative method for social prohibition. The paper has investigated imbalances as far as ICT resource possession and ICT utilization across different caste categories and various levels of academic education. As per the information, as the family’s most noteworthy grown-up schooling level builds, the proprietorship, ability and utilization of ICT resources likewise increment. As such, a singular having a place with a denied station has lower opportunities to be proficient as well as to skilfully utilize ICTs and work on prosperity, as they are not exceptional with social capital. The discoveries of this study are critical in figuring out the ordinary advanced existence of families too. The idea of ICT proprietorship and use among the monetarily well-off fragment and accomplished Indian families recommends high honor, from which poor people and uninformed are avoided. The impeded sections of Indian culture (SC, ST, no instruction, wage worker, unimportant retailers, partnered agrarian work) who have low or no responsibility for resources and furthermore don’t have the expertise to utilize ICT resources. This study adds to composing at work of ICTs in the Indian improvement process in two or three perspectives. For a surprisingly long time, there has been an over-accentuation on the genuine presence of electronic gadgets, while over-looking a huger work of ICTs. Crossing over the computerized and Internet usage split can assist with limiting different financial variations between various station gatherings. In the event that station classes had equivalent financial and fragment characteristics as others, the position-based electronic division would have been a ton of lower. This finding holds across the first and second-level station based electronic package. Therefore, examination of the advanced gap in this paper has a few limits. In the first place, we estimated the web openness through wired associations just according to Census 2011. Also, the analysis does exclude factors like unseen conduct attributes of people in utilizing PC and the Internet. Thus, our appraisals of cased based advanced separation can, best case scenario, be treated as subordinate assured standards. Essentially, almost certainly, impeded position bunches attributable to relatively low monetary status might likewise have mediocre nature related to web accessibility when contrasted with other rank gathering who are financially in an ideal situation. Yet, it is vital to take note of that pay and training alone can’t make sense of standing-based computerized partition in admittance to innovation. Further, different factors like information on English language speaking, listening and writing of individual incase accessible as well as taken into consideration for the analysis could be of great assistance with understanding the greatness of their job in making sense of rank-based advanced partition all the more unequivocally. Be that as it may, extra information and tending to these restrictions won’t adjust the principal aftereffects of the current review with respect to factors making sense of position-based advanced partition in India particularly over the state of Madhya Pradesh.

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Thus, this paper successfully analyzes the financial status of students in public institutions of innovation and technology in Madhya Pradesh and recognizes the accessibility of Internet facilities in ST overwhelmed areas of M.P. The outcomes will be useful to comprehend and focus on the areas that requires extraordinary thoughtfulness regarding give the simplicity of advanced schooling. According to a strategy point of view, understanding the elements that add to the computerized split among others and underprivileged and disadvantaged caste categories is indispensable to go to suitable lengths toward crossing over the digital gap. Education is an essential calculation making sense of the hole in computerized abilities like the information on utilizing PC what’s more, the Internet. Accordingly, dealing with the educational accomplishment of impeded and burdened standing classes in India is crucial. This could be accomplished by and large zeroing in on extra lively accessories of people from these waiting there patiently, diminishing the school dropout rate and giving more motivations to them to going on with their mentoring.

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38. Pagani, L., et al.: The impact of digital skills on educational outcomes: evidence from performance tests. Educ. Stud. 42(2), 137–162 (2016). https://doi.org/10.1080/03055698.2016.114 8588 39. Patnaik, P.: Does political representation ensure empowerment? Scheduled tribes in decentralised local governments of India. J. South Asian Dev. 8(1), 27–60 (2013). https://doi.org/10. 1177/0973174113476998 40. Pong, S.: Preferential policies and secondary school attainment in peninsular Malaysia. 66(4), 245–261 (2015). 41. Ragnedda, M., Muschert, G.W.: The digital divide: the internet and social inequality in international perspective. (March), 1–324 (2013). https://doi.org/10.4324/9780203069769 42. Rajam, V., Reddy, A.B., Banerjee, S.: Explaining caste-based digital divide in India. Telemat. Inform 65(October), 101719 (2021). https://doi.org/10.1016/j.tele.2021.101719 43. Ramaswamy, M., et al.: Digital divide and academic phobia engender psychological distress among the virtual learners of rural India’s higher educational institutions during COVID-19. Ilkogr. Online-Element. Educ. Online, Year 20(5),–1417 (2021). https://doi.org/10.17051/ilk online.2021.05.156 44. Reddy, A.B.: Changes in intergenerational occupational mobility in India: evidence from national sample surveys, 1983–2012. World Dev. 76, 329–343 (2015). https://doi.org/10.1016/ j.worlddev.2015.07.012 45. Robinson, L., et al.: Digital inequalities and why they matter. Inf. Commun. Soc. 18(5), 569–582 (2015). https://doi.org/10.1080/1369118X.2015.1012532 46. Roztocki, N., Soja, P., Weistroffer, H.R.: The role of information and communication technologies in socioeconomic development: towards a multi-dimensional framework*. Inf. Technol. Dev. 25(2), 171–183 (2019). https://doi.org/10.1080/02681102.2019.1596654 47. Sarma, M., Pais, J.: Financial inclusion and development: a cross country analysis. In: Annual Conference of the Human Development and Capability Association, vol. 168, no. 10–13, pp. 1– 30, New Delhi. https://doi.org/10.1002/jid 48. Singh, M.P.: Information technology and the digital divide in India: ethical perspectives. Ijt 46, 34–44 (2004). https://biblicalstudies.org.uk/pdf/ijt/46_034.pdf 49. Singh, N., et al.: Bridging the digital divide in Rural India. Rev. Mark. Integr. 5(1), 1–42 (2013). https://doi.org/10.1177/0974929213496499 50. Sujatha, K.: Education among scheduled tribes. In: India Education Report: a Profile of Basic Education (1994) 51. Suresh, P.V., Sudhakar, K.: Life cycle cost assessment of solar wind biomass hybrid energy system for energy centre, MANIT, Bhopal, pp. 635–639. IEEE (2013) 52. Swaminathan, M., Swaminathan, M.S.: ICT and agriculture. CSI Trans. ICT 6(3–4), 227–229 (2018). https://doi.org/10.1007/s40012-018-0209-9 53. Tewathia, N., Kamath, A., Ilavarasan, P.V.: Social inequalities, fundamental inequities, and recurring of the digital divide: Insights from India. Technol. Soc. 61, 101251 (2020). https:// doi.org/10.1016/j.techsoc.2020.101251 54. Treiman, D.J., et al.: Educational expansion and educational achievement in comparative perspective. (May) (2003) 55. Venkatesh, V., Sykes, T.A.: Digital divide initiative success in developing countries: a longitudinal field study in a village in India. Inf. Syst. Res. 24(2), 239–260 (2013). https://doi.org/10. 1287/isre.1110.0409 56. World Bank Group.: Data-driven development (2018) 57. Zacharias, A., Vakulabharanam, V.: Caste stratification and wealth inequality in India. World Dev. 39(10), 1820–1833 (2011). https://doi.org/10.1016/j.worlddev.2011.04.026 58. Zhao, H., et al.: Social institutional explanations of global internet diffusion: a cross-country analysis. In: Handbook of Research on Information Management and the Global Landscape, pp. 59–81 (2008). https://doi.org/10.4018/978-1-60566-138-4.ch004

Chapter 2

An Effective Investigation on YIPe-Learning Based for Twenty-First Century Class Muthmainnah, Souvik Ganguli, Ahmad Al Yakin, and Abd. Ghofur

Introduction The COVID-19 epidemic has disturbed human life, resulting in various restrictions in all domains, such as work, education, and the market. The proliferation of COVID19 in the educational sector has resulted in the closure of educational institutions throughout the world. As a result, it is essential to employ technological tools to make learning more accessible. According to [1–4], the traditional instructional design in online learning must be reexamined in light of the expansion of web technologies, particularly the introduction and implementation of Semantic Web. The creation of instructional software for web-based settings or mobile applications, which may be utilized as learning tools via personal computers, cellphones, or tablets, is one such technical technique [5–8]. Mobile devices have eclipsed personal computers in popularity these days since they are more widely available and offer similar functionality. Muthmainnah (B) Teacher Training and Education Faculty Indonesian Language Study Program, Universitas Al Asyariah Mandar, Polewali Mandar, Indonesia e-mail: [email protected] S. Ganguli Department of Electrical and Instrumentation Engineering, Thapar Institute of Engineering and Technology, Patiala, Punjab 147004, India e-mail: [email protected] A. Al Yakin Teacher Training and Education Faculty Civic Education Study Program, Universitas Al Asyariah Mandar, Polewali Mandar, Indonesia Abd. Ghofur Teacher Training and Education Faculty English Language Study Program, IAIN Madura, Pamekasan, Indonesia e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 A. Choudhury et al. (eds.), Digital Learning based Education, Advanced Technologies and Societal Change, https://doi.org/10.1007/978-981-19-8967-4_2

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Online education has grown exponentially during the last decade. Pedagogically successful instructional design models for online education are needed to support the creation and implementation of engaging online learning environments. An online course that doesn’t meet a student’s needs might cause them to lose interest and become depressed. If an online course is poorly structured, students will not know where to begin, what to do, when to communicate, and how to study. If a student is still learning how to use the technical parts of an online course, the situation will worsen even more. The attention of online students will be drawn to technology rather than learning if instruction, organization, and applications aren’t clear or aren’t very efficient. The students of digital era are prepared to speak, listen, write, and read in English in addition to being able to collaborate globally by aligning their language abilities, knowledge of the language, and understanding of the language. This is due to the fact that students are rarely asked to explore their English in online classes, making it unusual for them to talk about it. Students need to learn how to convey their thoughts in a variety of ways, both verbally and in writing, in order to minimize the incidence of such incidents. It was solved by using social media as a means of developing educational materials. Teachers are now expected to employ the best teaching resources available, and because they are ultimately accountable for students’ progress in the classroom, creating new media-based teaching resources is essential. Students’ interests and motivation should be piqued through the use of instructional methodologies and materials that incorporate scaffolding, tactics, and high-quality teaching resources. Students benefit from scaffolding, which helps them learn and overcome difficulties. Learning can be made easier by scaffolding, which includes giving direction, encouragement, admonition, examples, and breaking down a problem into smaller parts so that it can be easier to learn about. Students’ interest in English can be increased by employing social media in a cooperative learning approach, such as ICCEE. When used properly, social media can have a significant impact. Students’ attitudes toward learning English through social media are generally positive, too, according to the study, which claims that using social media has a significant impact on EFL. In this study, Youtube, Instagram, and Pinterest (YIPe) content-based media will be the authors’ subjects because of the distinctiveness of their function as a teaching tool and an enjoyable entertainment medium. Using YIPe as a visual medium, it is claimed that learning is facilitated since it is able to pique the interest and attention of the students. It’s a good fit for materials as a conceptualizer. Especially since the majority of university students are iGen familiar and have access to social media. A significant function of the use of YIPe as teaching resources is that they help students to become more interested in learning by generating a cheerful atmosphere that encourages students to study. The thrill of learning stimulates the brain’s nerves so that lessons may be recorded more easily because of the overflow of emotions. As Goleman [9, 10] point out, “Research informs us that the brain’s neuronal activity is less than what it takes to connect a lesson to memory without emotional involvement.” Most students, especially those in school, have visual learning styles that rely on the

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visuals acquired by the camera to trigger memories. That’s not all: a lack of students’ desire has been documented as a result of mandatory online education in the wake of the COVID-19 epidemic [11–13]. Hence, the purpose of this study is to investigate the usefulness of YIPe content based on tertiary education in motivating learners, strengthening knowledge acquisition, and preventing them from quitting. Combining mobile learning with ICT-based learning methodologies might change education, thanks to the growth of mobile technology. In fact, the majority of students in the COVID-19 era had a smartphone, but just a handful had a personal computer, making ICT-learning based on Youtube, Instagram, and Pinterest (YIPe) approaches a viable educational option. In addition, if a household has many members, it would be difficult, if not impossible, to move around more than one computer. Because of this, cellphones became the means by which people were able to cope with online education. Much research has examined the impact and effects of the COVID-19 pandemic on online education, which can be found in the linked literature [14–20]. When it comes to COVID-19 lockdown learning resources like LMS, conferencing software, social media websites, and MOOCS are examined in the research stated above. As a result of the COVID-19 epidemic, this study examines the pedagogical advantages that YIPe-learning-based provides for online education. While COVID-19 was in lockdown mode, this article examines the use of social media in teaching and learning [21–26], demonstrating its potential for teaching and learning. Students’ intentions to utilize these ICT applications were examined using the ICCEE model (Identify, Choose, Create, Engage, and Evaluate based on their responses to a questionnaire) [27–30]. In particular, the research model examines the impact on students’ involvement in the learning process and academic performance of both interaction design requirements, such as ease of use and enjoyment, and educational technologies, such as personalized, collaborative, and YIPe-based learning. An intelligent ICT-based learning application for measuring and upgrading students’ understanding of the programming language served as our study test. For undergraduate students during the COVID-19 lockout of 2020, the YIPe content based as an alternative and innovative instructional model proved to be a vital alternative learning option because of its good influence on student achievement.

Literature Review According to [31], students can have a better understanding of learning via the use of instructional materials. Printed or non-printed papers can both be utilized as teaching aids. In order to keep students interested in the classroom, teachers need subject matter competence as well as well-thought-out instructional tools. Instructional design, hierarchy, and multimedia learning theory all play a role in the creation of optimal teaching materials that maximize learner engagement and information transfer. To maximize memory and transfer, teaching materials that contain both visual and verbal features must be constructed with respect to cognitive overload.

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Digital technology can help us overcome difficulties so that we can achieve our desired outcomes more effectively. A learning video is a good option. In addition, the student psychologist’s attention is also influenced by learning. Video and audio (YouTube) are used to lull the students into a state of relaxation at the beginning of the learning process. Educators then have the opportunity to offer advice that will help students get the confidence they need to actively participate in their education. Learning through video is an advantage when compared to ineffective books. There are several advantages to using a video to convey information to students. Because it can be seen at any time and from any location, this video was created to help those who are pressed for time. A synergy exists between students’ convenience and their desire to study. For students who have difficulty visualizing other topics, this gives a beneficial background. As a result, this student English course integration becomes more relevant as a result. When it comes to education, it’s not simply about remembering the materials. A variety of current issues can be addressed by the application of technological methods. As a result, the requirements for online instructional design knowledge will complement each other and make them more accessible to the public. Using the popular social media platform, YIPe learning, this study examined the demand for instructional materials on the issue of social media or ICT-aided learning. Based on numerous instructional design concepts, conventional instructional design models focus largely on the epistemological approach in design, which examines how information is represented and how it is produced. As a general understanding of the link between knowledge representation and knowledge creation, the epistemological approach leads to a general understanding of how the epistemological approach might be used in the context of shared conceptualization of domains in online learning. That is to say, a large number of online instructional designers and researchers have been focused on how to implement education from an ontological standpoint [32–34]. As a result, there are numerous instructional design models in existence, but few of them have been specifically developed for online teaching and learning. The ADDIE model and Dick, Carey, and Carey’s model [28] are the two most commonly mentioned conventional ID models. Analysis, Design, Development, Implementation, and Evaluation (ADDIE) are the five ADDIE concepts that guide course design (ADDIE). ADDIE, like many ID models, has both proponents and detractors. For example, it may serve as a useful checklist to verify that the course design is sound and can put an emphasis on both execution and assessment. Some of the issues with the design process of ADDIE are that the analysis stage is too narrow; the design model is too linear and not adaptable; and it doesn’t stimulate imagination. Learners’ knowledge levels and include learning and performance context into the design. As a result, the model is widely recognized in higher education and corporate environments since it has been well investigated and depends largely on theoretical concepts of learning. The ISD approach proposed by Dick, Carey, and Carey has been criticized as “strict, burdensome, driven by predefined objectives, therefore incompatible with learner-determined objectives” by many educators. “The concept presupposes that

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the learner is a passive consumer of information and resources rather than an active participant in the learning process” [3]. In terms of instructional design, it appears that the ADDIE and Dick, Carey, and Carey’s models are both excellent sources of inspiration and useful information. Furthermore, critics of the models also claim that they are overly rigid and linear. Predetermined instructional goals also influence their design approach, which is at odds with learner-centered learning and goals specified by the learners themselves. ISD is a more particular and strict paradigm than the ADDIE model, which is sequentially similar but not identical [3]. Students’ perspectives are taken into account as they develop their model [32], p. 827] said “design is no longer only concerned with content, or one technological learning artifact, but with learning environments,” says one instructional designer who is moving away from ADDIE approaches. Many people believe that the waterfall or linear design stages, which must be completed step by step, in traditional ID models are excessively sluggish and rigid, as well as putting too much emphasis on content rather than student-teacher interaction. A new emphasis on speed, flexibility, and non-linear processes has taken precedence over the development of content in the design process. This new way of thinking is influenced by fields like product design and software development. After being established in the context of software engineering, agile and user-centered methodologies found their way into the instructional design (ID), emphasizing the user’s or student’s experience when engaging with a system [16, 35, 36]. As an illustration, ID practitioners are beginning to employ design thinking, an agile, user-centered approach. A pedagogically effective model for online instructional design by using ICCEE (Identify, Choose, Create, Engage, and Evaluate) [4]. Since it is based on the ICCEE, it is straightforward to follow and may serve as a reference. Figure In Step 1 of the research process, students and lecturers are polled. Learning goals and objectives, as well as learner characteristics, learning materials, and pedagogical methods, The second step provides the opportunity for researchers to decide on the manual instruction prototype and structure by YIPe (YouTube, Instagram, and Pinterest). The instructional materials by Youtube (how muh and how many, talking about food, Yes/no questions), then Instagram (past tense and future with going to) and the ELT materials by Pinterest (question with what, past tense and irregular past). Step 3 involves assisting the investigator. The fourth step entails interacting with students in an academic setting, taking a course in English (reading, listening, writing, and speaking). Finally, Step 5 focuses on the evaluation of the course’s performance and teaching techniques. In this paper, there are several basic concepts for building and producing an effective online course that may be found in the literature research. An online course design model may be developed by theorizing and diagramming the fundamental ideas (See Fig. 2.1). Identify, Select, Create, Engage, and Evaluate are the five guiding concepts or steps of the methodology (ICCEE) [4]. All major phases and their related sub-steps follow a sequential sequence in the model, although they can also be in circular order. It’s possible to enhance the efficiency of constructing an online English course materials YIPe content by following the models.

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Fig. 2.1 YIPe-ICCEE instruction model

Method The current study used a sequential mixed-method [37–39] approach to data collection in order to analyze the current problem from several angles. First, the lecturer developed English materials through YIPe instructional design with the ICCEE model and applied them in the English courses. Then, English materials based on YIPe content were conducted in one semester, and the students’ responses were gathered through an online questionnaire to analyze the influence of YIPe content based in the qualitative phase of the study. In this phase of the study, at the start of the course, in the middle, and at the conclusion, students’ impressions and opinions concerning the developing English teaching materials based on the lecturer’s use in classes were also gathered using a quantitative research strategy, namely, a questionnaire. In order to gain more information about the YIPe content based, we asked 57 students from the courses of the aforementioned lecturer to complete an opinion survey. Students were asked to fill out this survey at the end of the semester, after they had learned and taught through YIPe content based. Second, instructional teaching in ELT materials by using YIPe-based content design was developed as part of this research. The ICCEE instructional design model [40] was used to create and build instructional teaching materials in this study. The ICCEE (Identify, Choose, Create, Engage, and Evaluate) in the production of instructional materials is a model that complements other models already in use, such as the ADDIE model [41], the Dick & Carey model [42], the QOLT model [43], and other educational courses. In order to ensure the success of this study, researchers might use the ICCEE instructional design model to help them through the process of instruction. The ICCEE model may be viewed as a series of sequential steps that repeat themselves throughout the whole process of instructional design and execution. The acronym sums up the instructional design phases.

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Results and Discussions This part is divided into two sessions. First, we looked at how is the lecturer developing ELT materials YIPe content based on the classes by using ICCEE instructional model. Next, we looked at the extent to which these strategies were really implemented in the EFL class. Research topics were evaluated using both quantitative and qualitative methods.

Developing ELT Materials Through Youtube, Instagram, and Pinterest (YIPe) Content Base Step 1: The first step is to make an identification card. A course format must be selected early on in the process of creating an online course since it differs greatly from traditional face-to-face and hybrid courses. Courses can be completely face-toface, or they can be combined with a minor number of online components, or they can be wholly online. The first step for an online instructor is to decide on the course structure he or she wants to use. The establishment of the course format will assist the instructor in better defining instructional objectives. The next stage for a teacher is to determine instructional goals after the course framework has been established. Online teachers should ask themselves questions like, “What are the course’s terminal objectives?” while coming up with educational goals for their online courses. If you’re taking an online course, does the school you’ll be attending require that you meet certain end goals? Is there a way for the instructor to tailor the learning outcomes to the needs of the students? Lecturers should identify their students’ needs and traits while setting course or terminal objectives. Online teachers can better select technologies to optimize their students’ learning if they understand the demands and characteristics of their students. For example, lecturers might better select a technology tool to add into their online course design if they know their students’ past familiarity with technology use. YIPe is the alternative used in this study. The researchers use needs analysis to determine what the students’ requirements and characteristics are so that the course may be tailored to their needs. Thereafter, researchers look at possible content and pedagogical tactics that might be used to meet the demands of the students in the course. An English course with a focus on YIPe apps was used for this study. Student ignorance and apathy about English with integrity led to a focus on listening, reading, writing, and speaking in this course. The examination of needs aids in the identification of technology that can help students learn. It was decided to adopt a web-based learning environment as a platform for online learning since it offers students a safe and pleasant learning environment. The next step is for online lecturers to determine and assess the learning context. learning context. When it comes to online training, web-based learning settings take precedence over the more traditional classroom or computer lab setting. Creating

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a welcoming, safe, and collaborative learning environment for online students is a top priority for online teachers. People who teach online can now choose the right pedagogical tactics after they have chosen the right technology to use to teach an online course. Step 2: The researchers were in charge of deciding how the online course’s content and resources should be structured. For a course to be effective, it must be structured in a way that is conducive to the learning of the students. When a course’s content is inadequately arranged, students may become disinterested in the subject matter. In order to make the material accessible to students, the researchers used technology that is easy to use. You Tube, Instagram, and Pinterest have been chosen to show the information for this English foreign language course (EFLC) because they are good ways to show information. At this point, online educators select a linear content organization plan for their online courses based on the lesson plan. Students’ first impressions of online courses and their ability to access and navigate course information are directly influenced by this step’s content organization approach. Students will lose interest in an online course if the information is poorly arranged and difficult to find. Choosing the best technical tools to assist various online activities is the next step after deciding on the layout of the material. It’s important for online teachers to use technology that makes it easy for their students to communicate and connect with one another. An online discussion tool that is easy for students to use can help alleviate their nervousness and encourage a more active online conversation. Technology that students are acquainted with or is easy to use can be used by online teachers when delivering information to students. During this stage of preparation, online lecturers must select resources that will aid their students in acquiring or enhancing their existing knowledge. Both curriculum-related and technical support-related resources can be included in the resource pool. Academics also chose WhatsApp characteristics as a means of facilitating content-related activities. Students and their teachers have better contact and communication when they use user-friendly technology that is both effective and efficient. Model-based design was chosen to support the ICCEE model, which includes constructivist theory with the SOI model (Select, Organize, Implement) [44], the Selfdirected Learning Garrison model (self-management, motivation, self-monitoring) [45], the Zaharias Usability Model (Content, Learning, and Support, Visual Design, Navigability, Accessibility, Interactivity, Self-Assessment, and Learnability) [46], as well as the Lund Usability Model. The use of self-learning methods and solutions is guided by the models selected. Text, video, audio, and graphics, as well as infographics, are all included in this instructional teaching model’s use of multimedia, also investigated in this study. Step 3: Create, create, create. The final phase is to produce something new. As part of this process, online lecturers design a clear and logical course flow, develop teaching strategies and resources to assist with content delivery and evaluation, establish interactive contact channels with students, and generate course materials for them based on YIPe content. Online educators must now choose between a linear and a

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hierarchical layout for their course materials. Course content clustering is an important consideration for teachers, as well. Online students need to be able to track their progress by submitting assignments and receiving comments on them in a logical and transparent manner. It is possible to teach an online course if all of the necessary resources are available. It is imperative that educators concentrate on teaching students how to produce and facilitate the use of interactive means of communication. Establishing a channel of communication that is interactive and establishing a thriving online learning community is another important goal to achieve success in an endeavor. It is one of the most important factors in online learning. Using social media technology during this period typically results in a dynamic exchange of ideas (Table 2.1). Step 4: Lastly, in November of last year, we launched Step 4. A total of 57 of these students completed more than 90% of the course material. Engaging students and studying their interactions with developers is a major focus of the YIPe contentbased-ICCEE model, which places a heavy emphasis on the analysis of interactions between students and developers. As a consequence of the information from the participants, the researchers were able to make updates to the prototypes of ELT materials YIPe-based and facilitation. In this subject, students are given the opportunity to design their own learning experiences. Research shows that online learning has a high dropout rate. As a result, how to keep and engage online students is critical. According to [30], isolation, disconnectedness, and technological issues are the main reasons why students drop out of online courses. As a result, online educators should focus on the process of online learning throughout the implementation Table 2.1 The instructional materials designed based on YIPe adopt from [47] YIPe content based

ELT materials

Instructional model

Youtube

How much and how many, talking about food, yes/no question

The students instruct to listening the materials then reading the text after that the students write their sentences then speaking. Then, they upload it all their project into their Youtube channel

Instagram

Past tense and future with going today

Reading the materials then writing their paragraph/sentences. After the sentences is ready the students added into google translate then listening. The students practice their speaking. Then, they upload it all their project into their Youtube channel

Pinterest

Question with what, past tense and Reading the materials then writing Irregular past) their paragraph/sentences. After the sentences is ready the students added into google translate then listening. The students practice their speaking. Then, they upload it all their project into their Youtube channel

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stage of an online course. According to [27], there are five possible requirements for a successful interaction between teachers and online students. These conditions include the type of discussion topics, the students’ degree of participation and their personal attributes, as well as the teacher’s facilitation. According to him, “among these five, the form of discussion questions, quality of student response, and learning community proved to be the best to foster cognitive engagement.” Academic, social, and emotional engagement are all ways in which online educators can connect with students. Providing timely feedback to students on their assignments and projects, as well as their queries about technology, is a good way to keep students engaged in an online class. Student anxiety will be alleviated and they will be more likely to stay in their online classes if they receive rapid answers to their inquiries. Students may keep track of their progress and stay on track by receiving timely feedback on their assignments and projects. In an online class, students’ sense of loneliness contributes to their decision to leave, and this emotion can be harmful to their academic progress as well. It’s essential to establish a supportive online learning community to address this issue. It is possible for online educators to use a variety of technological tools to help create an online learning environment. A variety of technologies are available for creating an online learning community through a WhatsApp group (WAG). Prior to the start of a course, online teachers should establish a set of netiquette rules for their students to follow online. Online lecturers should encourage and monitor their online conversations in all discussion platforms regularly when establishing or presenting an online class. Teachers can use instructional tactics to boost students’ self-esteem to get them more emotionally involved in the learning process while working with online students. Taking an online course with self-assurance gives students a higher chance of success. Students’ confidence in an online class might be boosted by awarding extra credit, providing visual or audio aids, and so on. An image is more powerful than a thousand words. Students, particularly those for whom English is a second language, benefit greatly from the inclusion of visual or musical aids through YIPe (YouTube, Instagram, and Pinterest). Assessments that require online students to demonstrate proficiency are included in this category. Step 5: This step is to evaluate. It’s time to put this model to the test! Assessment of students should be both comprehensive and formative. To assess students’ work, online teachers might use several techniques, such as a project or presentation, an exam, or a communication post via Youtube. Gradually and repeatedly assessing the development of students in an online lesson is also a good idea. In addition, online teachers should conduct surveys, questionnaires, interviews, online observations, or any other way to find out how well their educational methods and materials work for them. According to student’s response, teachers who taught English used YIPe apps and the impact to the students describe in the figures below. As seen in Fig. 2.2, the students’ demographic is 72.2% female and 27.8% male as respondents in this study, and most of them are iGen, familiar with social media, and have social media accounts. 40.7% of students have Youtube accounts, 9.3% have Instagram, and 44.4% replied that they have YIPe apps accounts. As shown in

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Fig. 2.2 Students demographic

the following figure, students are excited about responding to YIPe-learning based on teaching materials. They appear to be more confident in their English course and exploring their English skills, as seen in the accompanying picture. When asked about the YIPe-based materials, they can refer to Fig. 2.3, which shows 44.4% strongly agreeing, 44.4% agreeing, and 11.1 in neutral position. None of them chose to disagree or strongly disagree with this statement. The second question, which students answer using YIPe English materials, is easier to understand, with 29.6% strongly agreeing, 50% agreeing, and only 20.4% neutral. The third question asking about students’ English capability is answered with 24.1% strongly agree, 48.1 agree, and 22.2% neutral. The last question about the flexibility of YIPe shows that most of them have positive feedback about the content. 14.8% of students answer strongly agree, 59.3% agree, and 24.1% neutral position. Even though polls suggested that students’ responses to four statements varied (see Fig. 2.4), all students replied “agree” when asked whether they wanted to enhance their English skills. From the students’ responses, the lecturers concluded that the majority of them were eager to improve their English in the areas of listening, reading, writing, and speaking. Students “think that they know everything about English with this YIPe and they care about the lecturer’s advice to practice English more with this aid.” As shown in Fig. 2.4, most students’ responses to their learning are easy,

Fig. 2.3 The frequency of student’s response on YIPe content based

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Fig. 2.4 The frequency of student’s response on e-materials, YIPe content based

enjoyable, and happy through YIPe learning. They agree that with this YIPe as their English materials, they can easily accomplish what they want to do. Then they believe in YIPe Learning because they believe it can help students overcome their lack of knowledge in English courses and complete tasks faster than before. When teachers were asked to comment on how much time they usually spent learning English, most students preferred to practice their English skills in their classrooms, using YouTube and Google Translate apps to improve their speaking skills, and reading on Instagram and Pinterest to improve their reading skills. As stated in Figs. 2.5 and 2.6, their motivation and engagement were properly addressed in these courses. The reason was that students were presented with a variety of communicative activities and tasks; hence, no time would be left for students to concentrate on teaching speaking but also include listening, reading, and writing. Most of the students also believed that they did not spend sufficient time practicing only one skill, like pronunciation, in their classes.

Fig. 2.5 The frequency of students’ response on the benefit of YIPe content based

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Fig. 2.6 The frequency of students’ response on YIPe content based motivate them in learning English

Fig. 2.7 The students felt when YIPe as ELT materials

Figure 2.7 shown the students reaction about their feeling in learning English by using YIPe most of them felt happy and enjoy. A questionnaire was used to gather information on students’ views on technology performance. Most students in these four questions exhibited their social behavior and their technology skills in Table 2.2. According to the results of this study, student input was determined by asking them to set up a Youtube account as the project document of their English practices, Instagram and Pinterest as resources (32.1%), 50.9% agreed (A) category, and only 17% took neutral (N) and shared their project in private and public settings. Students in these sessions described their positive social behavior and how they felt enjoying sharing computer experiences with peers, in an operating or supporting role with YIPe (YouTube, Instagram, and Pinterest). 66.7% of those who strongly agree strongly agree, and none chose to disagree (D) or strongly disagree (SD). Their literacy skills improved and they strongly believed they could handle YIPe apps (YouTube, Instagram, and Pinterest) appropriately and could use them to point out the materials and click, upload, and download the course

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Table 2.2 Human performance technology by YIPe apps adopt from [48] Statement

SA

A

N

D SD

I know how to set up the smartphone application and locate 32.1 50.9 17 programs (YouTube, Instagram, and Pinterest) during the learning process Enjoys sharing computer experience with peers, in an operating or 22.2 66.7 9.3 supporting role with YIPe (YouTube, Instagram, and Pinterest) (social behavior) Takes turns without difficulty and surrenders to another student cheerfully (social behavior)

15.1 62.3 20.8

I can handle YouTube, Instagram, and Pinterest appropriately and 30.9 56.4 9.1 can use them to point out the materials and click, upload, and download the course content (Skill)

content. 30.9% of students strongly agree (SA), 56.4% agree (A), and none of them chose negative feedback on this statement. As a consequence of this research, instructional materials employing YIPe apps as a method have been developed that allow students to recognize problems, gather necessary information, explore, and analyze their findings, which can then be applied to a new circumstance. If they use YIPe-based in the educational process, they will be able to build their own information and store it in their long-term memory forever. The ICCEE concepts outlined in this approach have several benefits for online course creation. When developing the model, traditional ID models as well as modern online ID models are taken into account. Also taken into consideration are minimum instructional strategies and learning philosophies. First and foremost, it is welldesigned in terms of defining a conceptual foundation for online education. Many researchers have earned multiple prizes and recognition for their superb online course design and teaching, as well as access to a large number of excellent online courses. This study came up with the novel model. She and her colleagues looked at a variety of online courses by integrating social media and compiled a list of the most important theoretical framework aspects. Online courses were compared to ID theories and aspects utilized in the design of the online course, and tables and charts were used to do this. In addition, the model is easily adapted to different situations. The model’s educational sub-steps can be customized by online teachers to match their unique teaching requirements. To further improve their courses, online educators can go back and make revisions in prior phases if they see fit. The most important feature of this approach is that it is oriented toward the needs of the student [48–50]. Online lecturers must assess their students’ learning requirements, previous knowledge, characteristics, and learning context in order to give suitable training that meets their students’ learning needs according to the model. There are now five instructional systematic design (ISD) models for online education [51, 47] , but this one takes into account the necessity of involving students on several levels: intellectually, socially, and emotionally. Unfortunately, the ICCEE paradigm is just a concept that has yet to be put into practice, but in this

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study, developing EFL materials YIPe-based with ICCEE has a strongly positive impact. It doesn’t matter how much work the researcher has done with her online class to show that the model works, because she needs to do more research for the next study. The second part of this study examined lecturers’ overall perceptions of their students’ confidence, competence, social behavior, technological skills, their desire for feedback and instruction. According to these findings, lecturers’ education had a significant impact on their beliefs regarding the normative practices of English pedagogy. In the absence of such teaching, neither their knowledge nor their trust concerning English instruction were extensive enough to guide classroom practices and they may be more aware of students’ unique qualities and thus more confident in teaching them these abilities. This finding suggests that lecturers who lack adequate design direction on how to teach English are less confident in their ability to do so. The study also suffers from the limited number of participants. There were just a handful of Indonesian EFL learners willing to engage in the data-gathering procedure, so this study’s findings are rather limited in their application to actual classroom practice. A triangulation of several data collection methods will be useful for future study in teaching cognitions in English pedagogy to present a clearer portrayal of university lecturers’ knowledge than any results gained from one approach alone. The classroom observation is one of the best ways to find out what lecturers think; one of the most effective ways to teach English, grounding on the students’ characteristics and check how they may better acquire the features of English materials. As indicated, there is a higher probability of having more active lecturers, which leads to more insight into how they think about their teaching practices.

Conclusions According to the findings of this study, lecturers’ e-materials, learning activities, and ICT preparation may have to rethink how they prepare future language educators. Listening, reading, writing, and speaking appear to be infrequently taught in English courses, in contrast to grammar and vocabulary, all of which are heavily emphasized. As a result, lecturers are left to their own devices when it comes to teaching English and dealing with the unique qualities of their students. Teachers may not be aware of the complexity of English skills, which necessitates a variety of instructional methods and approaches. Finally, English lecturers at Indonesian universities need to be better prepared with English instruction. The findings of the research will also contribute to the growing body of knowledge in the field of R & D. The group of lecturers’ cognition was well represented in the study, even if several data-gathering procedures, such as observation of students’ real activities, were problematic. The current findings have to be the ground for the language teacher’s mind mapping and thinking. It will help teachers, practitioners, and experts to better understand the design of ICT and YIP’s based English teaching materials, making instruction more comprehensive.

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Chapter 3

Cybersocialization Through Smart Digital Classroom Management (SDCM) as a Pedagogical Innovation of “Merdeka Belajar Kampus Merdeka (MBKM)” Curriculum Ahmad Al Yakin, Muthmainnah, Souvik Ganguli, Luís Cardoso, and Andi Asrifan

Introduction Modern information technology (hereafter IT) is playing an increasingly important role in the creation of new social connections and so speeding up the progress toward civilized society. New knowledge, new demands, and new interests have emerged because of the wide range of content available on information networks. As with every new technology, IT has ushered in a new era of social change, upending centuriesold norms, laws, and structures that have guided youth development for generations. Psychology, sociology, and other social sciences have conducted extensive research A. Al Yakin (B) · Muthmainnah Teacher Training and Education Faculty Civic Education Study Program, Universitas Al Asyariah Mandar, Polewali Mandar, Indonesia e-mail: [email protected] Muthmainnah e-mail: [email protected] S. Ganguli Department of Electrical and Instrumentation Engineering, Thapar Institute of Engineering and Technology, Patiala, Punjab 147004, India e-mail: [email protected] L. Cardoso TPolytechnic Institute of Portalegre and Centre for Comparative Studies of the University of Lisbon, Lisbon, Portugal e-mail: [email protected] A. Asrifan Teacher Training and Education Faculty English Education Study Program Universitas Muhammadiyah Sidenreng Rappang, Rappang, Indonesia e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 A. Choudhury et al. (eds.), Digital Learning based Education, Advanced Technologies and Societal Change, https://doi.org/10.1007/978-981-19-8967-4_3

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into various aspects of young people’s online socialization in the last few years. The term “cybersocialization” [1, p, 123] is widely used, but so are other closely related concepts, such as cybersocializing [2, 3], socializing in cyberspace [4, 5], and online social adaptation [6]; virtual socialization [7], Internet socialization [8], media socialization [9], and digital socialization [10]. When modern society entered the new information age, various scientific developments in various fields of social and humanitarian knowledge began to address the impact that ICTs have on an individual’s socialization processes. As the impact of ICTs on modern people’s consciousness, behavior, and health continues to grow, “recorded changes in society’s functioning, and the virtualization of social communications,” the number of these scientific developments grows steadily [11]. According to [12] social education in the modern world is not something spontaneous, but a deliberate effort made to form a person and an expert who can solve problems in unstable and uncertain conditions by using electronic tools. One of the reasons for the innovative changes in the personality development of competent specialists is the virtualization of educational spaces with a communicative environment. High priority should be given to student education as an integral part of the educational process, as well as an important aspect of one’s existence in the digital world. Overseeing modern social education is very important. Polly et al. [13], Wang [14] stated that although early career digital native teachers may be proficient in their personal use of technology they are no more likely to adopt technology in teaching than veteran teachers. This seemingly surprising finding is in line with several other studies showing that the technology skills of new career teachers are shown to increase but that enhanced technology skills do not automatically change and augment the digital sharing curriculum [15, 16]. The COVID-19 pandemic has forced some universities to switch from face-to-face teaching to online teaching or adopt e-learning. Universities are under increasing pressure to provide innovative and collaborative learning experiences due to increasing competitiveness in digital education. Clearly, there is a difference between the technology skills of digital native teachers and their ability to effectively integrate technology into the classroom for either hybrid or blended environments. According to [17] the successful integration of technology in the curriculum requires support from all institutions. Unfortunately, some agencies have provided little or no long-term support [18] including in Indonesia. Teachers’ beliefs and attitudes toward technology may have a significant impact on their ability to use technology effectively in the classroom [19–22]. In fact, teachers’ conservative attitudes toward technology have been identified as a barrier to the effective integration of technology in the classroom, but it is often assumed that this problem will be solved when the digital generation enters the teaching profession [12, 22–24] and their attitudes towards technology and the difficulties they experience. in integrating technology into their teaching as a form of social innovation. Ronnkvist et al. [17, 19, 20] argue that teacher needs, and concerns must be addressed in order to successfully integrate technology into education. There should be more open communication between all key education stakeholders in this effort.

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Teachers and administrators should consult with each other and with available research to determine the best method for each classroom and properly investigate the needs of its students. Teachers will be able to use these efforts to integrate technology into the curriculum, to encourage students to provide new, efficient tools for teachers, to meet individual student learning needs, and to strengthen and not detract from the role of each teacher in transmitting knowledge back to the facilitator of the learning process. Technology in the classroom has a positive impact on science teaching and student learning. ICT will have a significant impact on education and allow greater access, can be accessed anywhere and will certainly affect the learning culture to be more flexible and efficient. As a result, students from all over the world can connect with each other in smart classrooms and will be able to take advantage of the benefits of ICT-based education. This has the potential to affect the way students think and learn. Students and teachers will be exposed to a new learning process that has been shown to have a significant impact on education. A student’s success and learning can be affected by this. Information technology (IT) has the potential to improve student education, creativity and achievement by making educational resources and best practices more readily available. Those in positions of authority and administration in Indonesia have little or no understanding of information technology integration, and this lack of knowledge extends to the country’s education plans and the Merdeka Belajar Kampus Merdeka (MBKM) curriculum policies. Illiteracy in information technology will not lead to infrastructure investment of any industrial or civic dimension, and will not contribute to the co-creation of the desired information society. The objectives of the policy of the minister of education and culture with the slogan Mandiri Learning-Independent Campus, namely, “the right to study programs for three semesters outside the study program” are: (1). Improving the competence of graduates, both soft and hard skills, so that graduates have broader insights and (2) Facilitating the development of students according to their interests and talents based on knowledge according to their study program. However, there are weaknesses found in this program, namely that this program does not involve lecturers to train subject conversion or design interesting learning materials with 21st century skills-based learning outcomes. In short, the foundation of any society’s progress is education. Education is the key to the growth and progress of any society. Many educational institutions are working hard to make changes to their programs. However, they are still constrained by several problems that prevent them from utilizing and mobilizing ICT to the fullest. It is the main objective of this study to review the existing literature in the field of ICT adoption in education in Indonesia to identify potential barriers that teachers face when using ICT as well as to mobilize it as a learning culture in education in the country. Teachers, policy makers, and other decision makers who are directly involved in the implementation of ICT in the Merdeka Belajar Kampus Merdeka (MBKM) for education curriculum in Indonesia will benefit from this paper. The purpose of this mixed methods study is to examine the use of technology in the classroom by digital native teachers to support the Merdeka Belajar Kampus Merdeka

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(MBKM) curriculum in Indonesia and how it is implemented in the midst of covid19 even after Covid-19, and they must promote social connections, social behavior, and collaborative learning based on student situations. The initial quantitative survey phase of the study aimed to see the relationship between the use of technology in the classroom and the qualitative questionnaire conducted after the quantitative analysis provided context for the results. The use of digital native teacher technology in the classroom, managing their class into a smart digital classroom management is more clearly understood when the results of surveys and interviews are combined. For this study, the following quantitative, qualitative, and mixed methods research questions were formulated.

Literature Review A Cybersocialization and “Merdeka Belajar” in Indonesia A new term is being coined: “cybersocialization,” which refers to a process in which people’s self-awareness and motivational spheres are restructured in response to modern information and communication, digital and cybernetic technologies, and the worldwide Internet [25]. The prefix “cyber” is used when the subject is about computer technology and socializing. According to international studies, people’s communication skills improve when they engage in cybersocializing. The Internet has made it possible for people to have social interactions at any time and in any place. Individuals in the blended or hybrid environment can also use the Internet’s resources for work and communication [26, 27] cyber socializing determines how an individual is socializing on the ˙Internet. In his estimation, cyberspace, the Internet, and mobile communication are all “mega factors.” National domain zones, e-mail services, social networks, Internet portals, search engines and file-sharing networks, as well as the blogosphere and large multiplayer online games are included in the macro variables Among Pleshakov’s mesofactors of cyber socialization are Wikipedia, Internet radio, Internet television (including IP telephone or smartphone and laptop), online forums, online shops, electronic payment systems, and computer (and/or console) games. Muthmainnah et al. [28] today, social media is playing an increasingly expansive, invasive and persuasive role in shaping individual—and thus families and communities—behaviors, activities, habits, consumption, and production patterns to transform our society’s attitudes towards sustainability and transform them into the act of using education for sustainability, pervasive design, digital media, and self-directed learning concepts and gamification methods; to change people’s current attitudes towards sustainability into sustainable actions to achieve a more sustainable way of life, society and the world. Teenagers in remote schools during the COVID-19 pandemic have not had many opportunities to socialize in person, which has led to a huge increase in their use of social networks or using instant messaging apps.

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However, overuse of these platforms can lead to addiction, which can have a negative impact on the well-being of teens. Teens who only used WhatsApp and YouTube reported the least amount of social media addiction on average, compared to their peers who also used Instagram or the TikTok app (or both) [29] found that people who spend a lot of time on their phones and use TikTok are more likely to be addicted to social media than people who use Facebook, Telegram, Messenger, and Twitter. It doesn’t matter if Instagram, Snapchat, and WhatsApp are used together or alone for the purpose of learning or accessing information. Although overall [29], reported that during COVID-19 it has had a negative effect in every part of the world, especially after the emergency lockdown was imposed. Unfortunately, lately, many researchers say that ICT and social media platforms should be used to counter this effect. During the pandemic, Indonesian teachers at all levels work very hard to ensure that education does not stop because they use all the social media platforms available to them, and the use of ICT as a medium of learning is very much in demand and needed by students [30]. Developing and implementing new educational strategies and approaches nearly all research findings studies on social media have looked at how each tool was used in isolation, such as WhatsApp [31, 32] telegram [33, 34] Facebook [35, 36], Twitter [37–39] Instagram [40] Pinterest [41] LinkedIn [42]. The video-sharing site YouTube [43]. Higher education students were reported to have a higher rate of depression in learning compared to using social media as media in teaching such as Youtube, they saw an increase in their productivity their ability to learn through this social media as a rule of thumb. The current study was therefore done in the context of Indonesian socio-cultural characteristics and other countries in the ASEAN world, considering concerns about the use and misuse of social media by undergraduate students, as well as the need for more research to find out why the students in Indonesian use social media. To better understand social media innovation and changes, it’s important to look at these as well any academic issues that may arise because of these changes in culture. The power of social media an important role in promoting the ideas of students and teachers, which in turn. This, in turn, helps students learn more effectively. The effective use of social media in the classroom can lead to positive outcomes as part of a more dynamic educational setting. It is essential that instructional and methodological support for the process of distant learning be provided in higher educational institutions, reveal issues of the formation of digital competence of teachers and future teachers from the perspective of how to create the digital support and appropriate classroom environment for teacher for successful application of the digital tools for key competencies development, including digital competence Teachers’ digital competency and the school’s digital environment are examined by researchers. According to the scientists, educators in Indonesia must be able to demonstrate their degree of digital literacy through a variety of methods, including standardized tests and assessments. Digital competence and distant learning in schools are highlighted by [44] in their studies. Learning with curriculum innovations found at Merdeka Belajar Kampus Merdeka (MBKM) in Indonesia provides challenges and opportunities for the development of

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creativity, capacity, personality, and student needs as well as fostering independence in seeking and finding knowledge through realities and field dynamics, such as ability requirements, real problems, interaction, social, collaboration, self-management, performance demands, targets, and achievements. Independent learning essentially gives freedom and autonomy to institutions in education and freedom from bureaucratization, lecturers are freed from convoluted bureaucracy, and students are given the freedom to choose the field they like, according to their passion for learning and the expertise they have [45]. Merdeka Belajar Kampus Merdeka (MBKM) is expected to be the answer to these demands. Independent Learning-Independent Campus (ILIC) or Merdeka Belajar Kampus Merdeka (MBKM) is a form of learning in independent and independent universities to create an innovative, unfettered, and flexible learning culture according to student needs and student desires. The objectives of Civics education in learning related to MBKM are to equip citizens with the ability to think critically, rationally, and creatively in responding to citizenship issues, participate intelligently and responsibly, and act consciously in community, national and state activities. They develop positively and democratically to shape themselves based on the character of the Indonesian nation so that they can live together with other nations and interact with other nations in direct world regulation by utilizing information and communication technology. The application of Civics in the MBKM-based learning process, especially in universities, seems to be less attractive to students today. This is caused by the lack of creativity of lecturers in formulating lecture strategies, which makes the lecture process less interesting and more boring. Given the difficulties faced by many civic education teachers, namely integrating media and learning technology in their learning. To change many of the practices associated with teaching critical thinking in the classroom, one form of teacher innovation can use modern media and technology to overcome this difficulty. Independent learning programs for independent campuses have been implemented in the curriculum, in fact there are still many lecturers in universities, and this is happening in the Pancasila and Citizenship Education study program which has practically not freed all forms of the learning process in the classroom. so that learning still seems stiff, boring and monotonous.

Merdeka Belajar Kampus Merdeka (MBKM) Curriculum in Industry Revolution 4.0 Independent learning Independent Campus (ILIC) curriculum, which is still a hot topic in the field of education today. Only campus independence allows students to look for three semesters where they can study outside of their department. Getting away from it is impossible. To improve the quality of education, Nadiem Makarim, who is the minister of education, said this. There will be a new director general of education in 2020. All the time, education wants to make sure that students are

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always making changes for changes. able to go to college and make a difference on both a small and a large scale. College education is the most important thing you can do to make things better or more different. The reason for this is that people here think that maturity in education means a shift in how they think and act. Colleges are supposed to be able to come up with new ways to teach. There will be a change in how learning is done to help students become qualified graduates who are ready to deal with the current situation. This is where the government comes up with the idea of an "independent learning campus," which is a place where people can go to learn on their own. One example of this is giving students three semesters of free time to do important action learning and socially important things without putting technology away. These three semesters are done outside of the study program. Those who graduate from college in this case could become the most important force for progress in society. Many of the best graduates are good at theory, but they can also show how it works. Qingsong [46] plunge into the field with the help of knowledge and look for important breakthroughs educational progress that hasn’t come to an end at all. To be able to get involved in a project or event students who want to study with PDDikti must come from an accredited program and be always registered with PDDikti. People who think about independent campuses do things like exchange, internship, teaching assistant in unit education, research and humanitarian projects, as well as entrepreneurial and independent activities. People who think about independent campuses do things like build a theme-based real work village or college. So, from here, Merdeka Belajar or independent learning draws an interesting conclusion: with the campus concept of independent learning, students are prepared to really be ready to face the hack storms that may come upon the ocean, in the sense of at work and in the community environment. So, through independent learning independent campus, students can be provided with a broader learning experience by employing more challenging learning strategies and methods that are studentcentered in terms of this student, such as the discussion method and problem-based learning strategies, which will familiarize students to respond to community situations and supported with practical activities in the field such as internships, working on village projects, and social service, as expressed by the Minister of Education and Culture. Then we, as writers, focus on the analysis of the program. The fourth independent learning campus is the right to study for three semesters outside of the program studies. On the Ministry of Education and Culture’s youtube channel of Republic Indonesia (RI), where the speaker is the minister of education and culture himself, Nadiem Makarim. In the discussion about this fourth program, it is enough to say that it is very interesting and very good if applied because it has a very fast impact on skill development for college students. Where every major is not always monotonous or fixed on education from his own personal experience, giving freedom to students to plunge into the world outside the campus, even outside their own personal experience [47].

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Educational Aid and Lecturer ICT Skills In recent decades, computers have helped close the gap between countries and cultures, which has resulted in a more equal education. Educational aids such as multimedia and video lectures have helped students learn in a multimodal manner, with students as the center of the process, teachers as organizers, and service providers as assistants through cooperative learning, active learning or collaborative learning. Students use their own enthusiasm and passion to help them achieve their goals of building realization and being actively involved [48, 49]. These tools have worked well for people who learn quickly and people who learn the same way. Accelerated learners can use these educational tools to learn more complex things, while traditional learners can learn at their own pace. With the advent of multimedia, knowledge from around the world has become available to anyone with a computer or multimedia player [50, 51]. As computer manufacturing expanded, the cost of computers fell rapidly, and more people had access to multimedia/multimodal based learning. This is called a “paradigm shift”, and that is how the digital age differs from all other ages because of how fast technology has changed and how much we use media and technology in our daily lives. Learning and longterm memory can be enhanced by repeated principle reinforcement, friendships with people of similar beliefs, and challenging students to perform increasingly difficult, project-based tasks. Despite their many benefits, they are increasingly being shown to help people learn and remember more. Talebian et al. [52] said the rapid growth of technology has allowed educational institutions to extend their reach to students worldwide, making education more accessible to a wider audience. Open source learning management systems, mobile applications, social media and other innovative online ICT tools and educational resources are some of the main drivers of this progress. They are also helped by the Internet and other emerging technologies. It has become commonplace to teach, learn, and conduct research anytime and anywhere, collaborating with anyone without being limited by space. As a result, classrooms, whether face-to-face, online, or a combination of the three, are becoming increasingly culturally diverse, requiring educators to adapt their teaching methods to better meet the needs of their students and maximize more effective learning. The ability to locate, organize, or process digital information can lead to more creative and expressive types of digital media production and social online activities, and the concept of ICT competence reflects this [53–56]. Merdeka Belajar Kampus Merdeka (MBKM) or Independent Learning-Independent Campus (ILIC) when it comes to smart education, there is a lack of paradigms that link ICT with smart education. So, instead of looking at the outermost model, the focus is on technology applications and solutions rather than the outermost model for smart education concepts. The term “modern e-learning phenomenon” refers to a set of tools used to deliver educational services and encourage interactive learning using technology and digital content. The three dimensions of educational outcomes, information and communication technology (ICT), and organizational factors all play a role and are

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interrelated. There is a lot of information in the field of educational technology. To be effective, e-learning must be able to transfer knowledge quickly in contexts where students and teachers alike use ICT. This is because ICT-based media and technology alone are not enough because they require contextual implementation of parallel pedagogical approaches. Thus, e-learning should accelerate the transfer of knowledge in ICT learning environments as a result, while ICT can improve classroom teaching, it is not a substitute for skilled educators. Particular attention is paid to student use of ICT and its associated affordability, critical attention, and problem solving and teamwork perspectives. “Self-efficacy” is a problem for some academics when it comes to computer and ˙Internet use. Adjusting the education system related to Merdeka Belajar Kampus Merdeka (MBKM), the main point and challenge is the need for lecturers at the University for companies and industrial training requires an interactive system that is optimized with human resources both for technical work and Industrial Technology as well as in the field of Education. The application of innovative technology with a student center learning approach to support the Merdeka Learning-Independent Campus (MBKM) curriculum is urgently needed. In fact, until recently too little time was spent on didactic courses for teachers to learn to use ICT-based media and technologies with learning added value. To offer these kinds of courses, it is necessary to determine what kind of ICT competencies teachers really need, train them and invite them to apply them in smart class-based learning. Obviously [57, 58], classroom and academic climate, grades and conceptual understanding, self-esteem and confidence, high school preparation, interests and careers, race, and gender, are just some of the things students should already have in college.. deal with on top of everything else they have to deal with. To stop these negative things, the use of computer technology in education has now developed into areas such as social media, such as YouTube video-based learning and evaluation systems (eg, YouTube), Instagram-based, Tik Tok, Pinterest, Facebook, WhatsApp, Telegram, Twitter and LinkedIn In this paper, we show how recent advances in educational technology innovation demonstrate how open ideas can be used in teaching and learning to engage civic education students at universities.

Methodology This study uses a research design with a mix method design that prioritizes quantitative surveys and qualitative data. It is qualitative data that helps to explain and extend the findings of the initial study. a better understanding of which results are statistically significant and which are not. “A third methodological movement” [59, p. 5] is described as combining quantitative and qualitative methods. Mixed methods contain methods and methodologies. To gather information, it is a strategy and a set of techniques.

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Participation in the Sampling Process This is the quantitative phase of the project. Eligible students for this study are those who are still in the early stages of their studies at the university. When referring to the “digital generation” [59], uses the term “digital generation” to describe those born after 1980 (digital natives) and who have easy access to technology and are proficient in using it. Emphasis is placed on freshmen in their early twenties. Therefore, 162 university students in the Middle East region of Indonesia were selected as samples for this quantitative survey they are Universitas Al Asyariah Mandar, Universitas Sulawesi Barat and Universitas Tomakaka and Universitas Muhammadiyah Sidenreng Rappang. Based on a preliminary examination of the data, there is no significant difference in the level of teaching expertise between lecturers in Pancasila and civic education in various study programs and faculty. It is known that teaching students have a similar experience with technology in the classroom. Participants in the survey were given the option of participating or not participating in follow-up interviews.

Procedure Students in the field of Pancasila and Citizenship Education were surveyed to get ideas about online learning for the COVID-19 pandemic to find out the application of smart digital classroom management in digital classrooms used by lecturers and to find out the technology used during the independence period for independent campus learning based on curriculum learning (Merdeka Belajar Kampus Merdeka or MBKM). Research Analysis takes place from October 2021 to February 2022. In this case what is meant by “data analysis” is that the researcher collects, reads, and highlights the responses of each student that are considered related to the investigation. The researcher used an online questionnaire in this study to all students in Eastern Indonesian universities, who were about to complete their Pancasila education and citizenship studies, the online questionnaire was sent to all of them at the same time via WhatsApp, and a survey was given to them afterwards and 162 students answered the questionnaire.

Results and Discussions How students perceive information and communication activities in the Internet space is determined by the questionnaire, which includes questions about their attitude toward the means of cyberspace, their assessment of cyberspace resources’ effectiveness, their ability to interact with cyberspace resources, and the time they spend using information and communication resources. Students’ use of cyberspace

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resources during their learning and their cybersocialization were examined based on the answers they provided in the survey. Most of the student feedback is positive in terms of how the educational process is implemented in electronic contexts. Figure 3.1 shows that the lecturers mostly manage their classrooms by using social media, 48.7% through Google Classroom, and only 26.9% choose video conference flatforms like Zoom and Google Meet. The students had a positive response. 71.4% agreed that the instructional materials through e-learning are easier to understand and only 23.6% chose to disagree. Figure 3.1 explains that many educational tasks can be completed more effectively if students could collaborate with their teachers on a familiar platform. Unfortunately, in Fig. 3.1, it is found that Facebook is not familiar with students and lecturers as a learning medium but mostly by WhatsApp. Many faculty members use WhatsApp to communicate with students via the university network, which helps explain why it’s so popular among Indonesian students. This app makes it simple to communicate with others via smartphones, and it may also reflect the fact that not everyone in Indonesia uses email, Twitter, or Facebook to connect with others. Class management with the “smart” concept helps students understand the boundaries of the virtual world, which makes it easier for them to interact with students from afar. They can then choose the best platform for each student based on their needs. Most respondents (77.6%) as reported in Fig. 3.2 said they use the Internet and social media to learn new things. Among those polled, only 8.7% said they regularly post to Facebook for this purpose. The fact that students are active Internet users during COVID-19 and utilize e-learning to maximize their learning opportunities may be a contributing factor to this finding. These findings indicate that most students

Fig. 3.1 Students’ response on smart digital classroom management

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Fig. 3.2 Social interaction

are interested and active in using online training resources to obtain educational information. Students are not a priority for online entertainment and news sources. Respondents are mainly interested in learning, interacting with classmates, family, and lecturers, as well as using social media and learning platforms to access the latest information regarding meetings and assignments. The Internet use habits of 162 people were uncovered in this study. According to the findings, Indonesian students are familiar with using Google sites to access learning materials, google Classroom as learning platform and read learning resources using Google Play Books, while social media such as WhatsApp are used to build learning communities and social communities. There are still students who don’t have the motivation to learn on their own and instead rely on the teacher as their sole source of information. In this study, it was found that the students did not have a problem with social media. No one in the class thought that their informal use of social media was interfering with their academics in any way, shape, or form. Despite this, 14% of students do not use the Internet to find information, read e-book and access the learning materials (Fig. 3.3). Inspire a new generation of students to pursue a career in teaching and learning in higher education (HE). Some traditional elements of socialization have been replaced using social information networks that combine educational, training, and communication functions. In the past decade, the volume of communication information on the

Fig. 3.3 E-learning apps to support students’ learning better

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Fig. 3.4 SDCM as pedagogical innovation in higher education

network has increased many times, and it continues to grow rapidly. The information space in higher education is made up of all these information systems and logistics. Figure 3.4 sums up the results of a study that looked at how well different digital platforms worked together to help students learn at any time and from any place. Most of the students engaged in learning Pancasila and Civic education (PPKN) through e-learning claim by 77% of respondent and 75% stated it is also increased the ability to think critically, rationally, and creatively in responding to citizenship issues, participate intelligently and responsibly, and act consciously in community, national, and state activities. Referring to Fig. 3.5, the results of the study show that based on the frequency indicated in the first question about knowing students’ learning experiences in classrooms with SDCM, the research subjects agreed with the statement (Q1). According to the survey, 3.3% of respondents strongly agree with the statement, and 78.3% agree. However, there are 18 percent of respondents who have not experienced learning with SDCM, so they are able to disagree, due to Internet access conditions and high Internet quotas when accessing classes. Of 17.6% of respondents strongly agree and 78.6% of participants in this study believe that they can discuss, doing collaboration, interact socially and socially connect with lecturers and classmates in cyberspace well (Q2). Lecturers modify their teaching with SDCM, and students feel comfortable in learning as stated in statement number three. Although there are 20.6% of respondents stated that they are not interested in SDCM (Q3). The good thing about this item is that all respondents can adapt their learning to the teaching style of lecturers who use SDCM and provide freedom in accessing material and not relying on lecturers and textbooks. Based on their level of understanding of the material being taught (Q4), 21.6% of

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Fig. 3.5 SDCM influence learning experiences, collaboration, and critical thinking

respondents stated strongly agree and 68.7% agree that the material provided is accessible and easy to understand even though the lecturer integrates various e-learning. On the other hand, none of the respondents categorized as disagree with statement no 4. Today’s university graduates must be prepared to adapt to the world of work, so their competencies must be prepared. Adaptation is needed to deal with the dynamics of social life, culture, and technological progress that continue to develop rapidly. In this regard, it is necessary to change the learning and teaching styles of lecturers in higher education, who must be able to design the learning process that meets the needs of graduates with these criteria. The design can be poured into curriculum changes that are adapted to the program that has been designed or through adjustments to the existing curriculum, which is, of course, based on the student-centered learning approach. SDCM, as shown in Fig. 3.6, designs learning activities based on

Fig. 3.6 SDCM representing MBKM curriculum

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a student-centered learning approach, active learning, constructivism, and freedom in integrating technology and social media as teaching materials (YouTube).

Discussions Socialization has undergone a fundamental shift because of today’s technological advancements. Traditional elements are being replaced by social networks that combine educational, training, and communication functions. The amount of data that is exchanged. The networks have grown enormously in the last decade and are expected to continue to do so for the foreseeable future. An examination of the Pancasila and Citizenship education processes reveals that lecturers’ use of Smart Digital Classroom Management (SDCM) and students’ self-organization, bolstered by reflection, is the key to its greatest effectiveness. In the findings, an image depicts how e-learning, or the use of electronic tools, is progressing. People use a lot of different kinds of tools to learn and teach. Learning and teaching platforms, media, and technology for accessing resources, remote technology, smartphones (technical equipment), and apps for operational communication through social media are some of them. Related to this study and cybersocialization as a part of the digital transformation in education. It’s also influenced the social connection, social conduct, and collaborative learning in the Merdeka Belajar Kampus Merdeka (MBKM) curriculum. Pedagogical innovation is seen as a key component of quality teaching in higher education (HE), which is receiving increasing international attention. The need for 21st century skills and understanding, student demographics and empowerment, technological advances, and the shift to teaching in higher education are all driving forces for pedagogical innovation. One of the main goals of this article is to help readers better understand how to define SDCM in MBKM curriculum as the innovative pedagogy. In this study, findings from investigations of universities in Indonesia on innovative approaches to teaching and learning are used to develop appropriate curricula. Pedagogical innovation is not considered in the discussion or definition because of the importance of context. Therefore, the authors propose a new definition of pedagogical innovation for higher education, namely, smart digital classroom management (SDCM). According to this study, innovative teaching is related to renewal by using something that has been deliberately chosen as a learning innovation by using technology that functions as a medium for social connected, discussion, collaborative and creating a fun atmosphere in learning. In connection with this research, the selection of a learning platform or e-learning by integrating social media such as WhatsApp as a forum for social interaction, discussion, social connected, connecting with lecturers and student classmates, obtaining learning information and assignments, and improving critical thinking skills was found in the research. This study it is important to note that includes innovation as a form of change in teaching practice that is beneficial because it generates value for members of the academic community

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where innovation is implemented as a form of smart classroom management. The findings in this study indicate that innovation in classroom management with the SDCM concept is very relevant to the independent learning Independent Campus (MBKM) which wants lecturers not only to use technology as a learning medium but also to use technology as a tool in social interaction and social connected in the cybersocialization. The prevalence of social networking sites has a solid footing in society and culture students’ academic careers and personal lives become an integral part of the daily routine of the students in this era. Almost all the respondents were under the age of 30 in this study it’s becoming more and more powerful environment of the informationsharing and networking network a wide range of public activities an increase in the dangers that go along with it they’re used for. Indeed, research indicates that the benefits of participating in a network community are numerous factors that have a positive impact on academic and society It’s important to note that this is a category originally—referred to as “cyber socialization” emerged the concept of “virtual computer socialization.” In this context [25], stated changes in the personality structure awareness of one’s own needs and the ability to motivate oneself sphere of influence “occurring when intoxicated because of the use of a person information and communication technologies of today in the context of computer technology reproduction and acculturation of culture within the context of one’s own life”. In today’s digital world, people’s lives are affected the process of utilizing the virtual resource the virtual world and its impact on the physical world agents of socialization. In other words, as far as cyberspace can be bringing people together in a digital world. As a result, in this study, the phenomenon of students and young people of all ages are involved in the virtual socializing in the virtual world and Internet as a medium. To put it another way, the term “cyberspace” world wide web in terms of information that which is described as a mixture of information from a variety of sources in addition to technology, such as the Internet, computers, telecommunications and socialization the systems. In this study finding how SDCM implemented, and cyberspace have an impact on there are several factors involved in the socialization of students since their use has become more benefit for their academic. SDCM aren’t just a means the media and tools in learning and teaching for students center learning approach also social interaction-social connected for everyone and a source of inspiration and teaching materials threats to the well-being of society many social subgroups’ well-being, as well as this is especially true for children and teenagers’ people who have an intense craving for everything that is new, strange, and unexpected. One side of the cyber-youth culture the emergence of new social groups by WhatsApp described in Figs. 3.1, 3.2 and 3.3 described how people interact and connected with each other which, among other things, are characterized and the most favorite elearning platform by using google classroom describe in Fig. 3.3 [60] implemented Google Classroom into their classroom curriculum. Teachers use it to manage student responsibilities, organize classes, and accommodate student engagement, according to the findings. A qualitative research design was carried out. According to research findings, students are enthusiastic about Google Classroom because of how simple

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it is to use, the features it provides, how valuable it is, and how easily accessible it is available. The usefulness of Google Classroom in various circumstances should be examined in future studies. For the most part, teachers find Google Classroom a powerful and flexible tool for running modern virtual classes. It is proven by the positive effect that cannot be ignored that social networking through the Internet of information has a positive connotation, and advances in information and communication technology have become an established means of communication to improve the quality of education using online educational resources or e-learning when it comes to schools. Indeed, digital technology has an important role in our lives in today’s digital era. This virtual world ensures that the next generation has access to opportunities to interact socially and formally with their own attitudes, values and views; gave new meaning to the phrase “adapt to change”. The current social climate is a virtual society’s perception of reality as well as lowering the standard of social welfare in the real world. Thus, various variables can play a recognized role as a contribution to the positive perception of cyber socialization. The development of new information and communication technologies saves search and filtering efforts through the input and analysis of academic data, making a wealth of Internet resources and educational portals available. In addition, the opportunity for social interaction is mutual understanding and mutual respect to build and maintain personal relationships in the interaction of students in educational institutions and the community in a comprehensive manner. Based on the following data, students show that 77% of respondents and 75% of them are better able to manage their ability to think critically, rationally, and creatively in responding to phenomenal citizenship issues, participate intelligently and responsibly, and act consciously in social activities, as a nation and state in accordance with the profile of Pancasila based on the ideology of the Unitary State of the Republic of Indonesia. This study shows that lecturers at universities in Indonesia need to have three types of skills to support the Merdeka Learning Campus Merdeka (MBKM) curriculum, including the ability to design flexible materials, create fun activities in a hybrid or blended learning environment and interact with students, co-workers, and society awareness effectively. Lecturers have the necessary skills to use both hardware and software readiness and teachers know the pedagogical-didactic elements of SDCM as a modern form of pedagogical innovation (for example, training and practice programs). Based on this research, to use SDCM effectively, teachers and lecturers in higher education must be able to do five things. As a result, it also covers each individual media skills, as well as the basic hardware and software knowledge and skills required for the job. Using beamers and other SDCM tools like that, as well as more modern teaching methods are very beneficial for lecturers as well. 1. Critical media-competency: Additionally, lecturer will learn how to select appropriate media for people who are eager to learn by critically analyzing media in a learning context. Consider the educational, human, and social aspects of a school. Teachers must keep up to date on the latest developments in educational

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technology and how they can be used in their classrooms. People often think of PDAs (Personal Digital Assistants) when they talk about this topic. The assistant is using a smartphone or mobile phone, in this case. 2. Student learning can be improved by teaching them how to “supervise the learning process.” The ability to communicate with one another is critical. a fundamental part of group learning is that more and more people can learn. More dispersed across a wider geographic area. SDCM allows these students to stay in touch with one another, to put it simply. Teachers must be knowledgeable about this and possess the necessary skills to implement it to better manage the learning process. 3. Skills in educational design include, but are not limited to, the ability to design effective educational resources and activities. SDCM can be categorized in two ways: as ICT or as new media. According to [61] ICT courses do not help students learn how to do things; rather, teachers should learn these skills so that they can better assist students in learning through SDCM. In this study a growing number of students brought their own mobile devices, such as smartphones and tablet computers, to school. For twenty-first century educators, cross-cultural elements (e.g., race and ethnicity, language and communication patterns, values, geographic location, and religious views) must be considered when incorporating these evolving technologies into modern teaching and learning. A person’s life experiences carry information and abilities that can be applied in a way that is meaningful to them. Lack of consideration for students’ cultural origins in curriculum content can lead to cultural and intellectual ties that prevent them from mastering the material or preparing them for our global village today. Consequently, instructors must use cultural sensitivity when selecting images, colors, videos, podcasts, websites, and reading materials to ensure that students from culturally diverse backgrounds are fairly represented [62]. In addition, they should be tolerant of student differences in language and communication habits when dealing with them online and provide lecture recordings for future review. Asynchronous discussion, as suggested [62], is a great way for faculty to provide students with opportunities to improve critical thinking skills about the information they teach while also offering students ways to interact, collaborate, and socialize with one another. Students who grew up with mobile devices in their pockets in class must be accommodated in the design and delivery of their courses. Shorter bullet points and fewer sentences should be used in PowerPoint, Classpoint, Canva apps, for example, which are used to offer lectures and manage online interaction classes. On a personal level, teachers’ use of information and communications technology is influenced by many factors, according to [63]. Its mean, pedagogical innovation by using SDCM in education is influenced by teachers’ feelings, knowledge, and attitudes about the technology. According to studies, that teachers’ attitudes toward technology have an impact on their students a willingness to embrace new technology and its implications. If higher education personnel’s views on the positive impact that educational technologies can have on students is well documented in this study. Easy access to information, building social interaction, social connected,

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collaborative and increase critical thinking about the adoption and integration of SDCM in education. Teacher training is essential, according to [64, 65] teaching with technology requires that teachers have a positive attitude toward technology use. Teaching occurs during this period fully conversant in and capable of utilizing the latest technological advances. According to teacher attitudes toward SDCM in Indonesian universities, the benefits, and drawbacks that professors see in universities impact of educational SDCM on students’ performance. The educators’ responses will reflect their belief in the importance of incorporating SDCM into their lessons, which in turn affects. They intend to use teaching in the future. In this order, one of the factors affecting the efficacy of incorporation was the teacher’s attitudes or values technology in the educational process. Teachers were graded on four different aspects of their work utility, trust, anxiety, and aversion in relation to the use of SDCM in MBKM curriculum in Indonesian Education. Teachers are the driving force behind school reform. SDCM have a significant impact on education because of their contributions. The use of SDCM in the classroom will suffer if teachers’ attitudes toward it are negative use in a school setting Teachers have a positive impression of the program. SDCM value and prospects Success is a sign of a student’s willingness to incorporate technology into his or her education. Educators, then, are those who have a positive outlook on the future of technology are more likely to be successful in teaching and its claimed SDCM is representing “Merdeka Belajar Kampus Merdeka (MBKM)”.

Conlcusions The information collected here serves as a starting point for further research to discuss the role of cyber socialization in education and how university lecturers respond to independent curricula for learning about independent campuses in today’s digital age. Based on the following: in this study, it was found that e-learning as a teaching method of MBKM and SDCM at a very high level improves learning outcomes and student engagement in learning. To get to this level, students and lecturers must use social media as a tool for more than just delivering lessons and learning materials; they should also use it to connect with each other and build relationships while also exchanging ideas and knowledge in interactive online or blended learning classes. The SDCM that they use must also be connected to each other and used together with each other to achieve this goal, being able to collaborate with various social media appropriately. This means that students use technology according to the course content and pedagogy of their subjects. This is although students believe lecturers sometimes combine ICT and social media in SDCM, they are not sure whether they have chosen the right combination to address the entire body of knowledge. Therefore, it is recommended that MBKM be supported by additional training or workshops on SDCM for lecturers at universities. As a pedagogical innovation in the Merdeka Belajar Kampus Merdeka (MBKM) curriculum to study on independent campuses, group discussion forums or sharing knowledge of SDCM and MBKM

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content will be an excellent choice to support the enrichment of SDCM knowledge. For further study, it is important to investigate what kinds of variables can affect the literacy of SDCM lecturers.

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58. Palfrey, J., Gasser, U.: Born Digital: understanding the First Generation of Digital Natives. Basic Book, New York (2008) 59. Muthmainnah, T.E., Al Yakin, A., Ghofur, A., Asrifan, A.: Course design through funtainmentbased instructional model to improve 4C skills students. J. Posit. Sch. Psychol. 793–806 (2022) 60. Zwaneveld, B., Bastiaens, T.: Specifieke ICT Competencies van Docenten. Open Universiteit Nederland, Onderwijsinnovatie (2007) 61. Buabeng-Andoh, C.: Factors influencing teachers’ adoption and integration of information and communication technology into teaching: a review of the literature. Int. J. Educ. Dev. Inf. Commun. Technol. 8(1), 136 (2012) 62. Ayub, A.F.M., Bakar, K.A., Ismail, R.: Factors predicting teachers’ attitudes towards the use of ICT in teaching and learning. AIP Conf. Proc. 1682(1), 030010 (AIP Publishing, LLC) (2015) 63. CNN Indonesia.: Kampus Merdeka ala Mas Nadiem Makarim di Era Revolusi Industri 4.0 (2020) 64. Al Yakin, A., Obaid, A.J., Massyat, M.: Students’ motivation and attitude based on google classroom utilization. J. Posit. Sch. Psychol. 6(2), 1053–1059 (2022) 65. Ferdinand-James.: Asynchronous debates—Contribution to chapter 10. In: Bowen, J.A., Watson, E.C. (eds.) Teaching Naked Techniques: a Practical Guide to Designing Better Classes, 1st edn, p. 154. San Francisco, CA (2017)

Chapter 4

Digital Education: The Basics with Slant to Digital Pedagogy-An Overview Ritam Chatterjee, Abhijit Bandyopadhyay, Sucheta Chakraborty, and Sangita Dutta

Introduction Education is the fundamental need of every child. Every child is unique so their learning capacity is also different. In face to face mode of the education system, it is very tough to provide customize learning material to all the children. Digital education may help to solve this problem. Learning using various digital tools will also be considered as digital education. It may be with the use of Internet or it may be without the use of Internet which is just using digital tools. Different technologies make it possible to access traditional classroom learning in digital classrooms and virtual classrooms. IT and ICT also provide the infrastructure to implement the digital education. Various emerging Technologies help to create a reliable, durable, flexible system. Anyone can access anything at any time and from anywhere. Modern technologies and different digital tools assess the learner to learn any subjects according to their wish. Digital education is a way to explore learning through various Technologies and digital devices. Digital education is one of the important aspects of teaching and learning process at present time. Digital education in the broader perspective of Online Learning, Blended Learning, Virtual Education, ICT-based education and so on. Different features of digital education will be discussed here. Digital education is also a field of study. Many universities offered digital education as an educational program. Various basic and emerging technologies have been used in digital education to make the system more reliable and flexible. Information Technology and Information and Communication Technology play a vital role in digital education. The utilizations of emerging Technologies like cloud computing, Edge computing, R. Chatterjee (B) · S. Chakraborty · S. Dutta Department of Computer and Information Science, Raiganj University, Raiganj, West Bengal, India e-mail: [email protected] A. Bandyopadhyay Raniganj Institute of Computer and Information Science (RICIS), Raniganj, West Bengal, India © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 A. Choudhury et al. (eds.), Digital Learning based Education, Advanced Technologies and Societal Change, https://doi.org/10.1007/978-981-19-8967-4_4

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Bigdata analytics, IoT and so on are also some important aspect of digital education. Digital education has various advantages but still it faces many challenges to implement with the existing education system. This chapter provides a conceptual overview on various technological utilizations in digital education.

Objectives Digital education is an important aspect of education. Therefore to study the digital education is very important. The objectives of this study are as follows: • • • • • •

To give the concept and the features of digital education To draw the stakeholder model of digital education To get the overview of basic technologies used in digital education To get the overview of emerging technologies used in digital education To discuss the advantages and challenges in digital education To learn the concept of Education 4.0 with respect to digital education.

Methodology Used The work entitled ‘Digital Education: The Basics with slant to Digital PedagogyAn Overview’ is a theoretical paper and it is interdisciplinary in nature. Various secondary sources are used from different areas and subjects, viz., education, information technology, information and communication technology, information science, e-learning and so on. Basic technologies and emerging technologies which have used in digital education are studied to complete this work. The concept of this paper is unique in nature.

Review of Literature Literature review is a very significant part for any research work. Hence, there is a need to study different primary and secondary sources to dealing with related work done previously. Justifiably in this research, review of literature has been given utmost priority and listed in alphabetical order of the names of respective authors. Bender and Vredevoogd [1] shows the use of online education technologies to support studio instruction. It shows the concept of traditional architecture and design studios began with the French Royal Academy and continued with the methodologies of the Ecole des Beaux-Arts. It suggests the modified design studio design and alternate Educational environment. The Modified Design Studio Process has shown using the flow chart model. Carnoy [2] discussed possibilities and the challenges faced to implement the ICT in education. It also discussed the ICT

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in organizations, Training, Management in education, changes in work progress, Teacher and Administrator Training. Different changes of ICT made in business practices has discussed in details. Dahiya et al. [3] worked on the e-Learning system for agricultural education. The concept e-learning provided with various examples. It has discussed the modular object-oriented development learning environment, MOODLE with different technical specifications. MOODLE Client-Server Architecture has shown using diagram. Dey [4] worked in her Doctoral dissertation on Cloud Computing and emerging technological utilizations in Indian Higher Education with reference to Virtual and e-Learning System initiatives in West Bengal. It discussed the Need of Cloud Education Systems in West Bengal and Indian perspective. Edwards [5] shown the Software utilization on the hidden curriculum in digital education. It also discussed the software uses in curriculum-making practices. It has discussed the concept of hidden curriculum. This study tried to collaborate pedagogically with digital education through the hidden curriculum perspective. FitzPatrick [6] draw Professional Development Model to Evaluate and Support e-Learning which is a key success factors of e-Learning in Education. It also provides a Mean Analysis of Participants’ Opinions towards the KSF Model of e-Learning (p < 0.05), Ranking of the KSF of e-Learning, Components’ Mean Value of Each Group. It had drawn the KSF Model of e-Learning. Fu [7] made a critical literature review on the Complexity of ICT in education. It also discussed its implications in ICT in Education and the benefits of using ICT in education. It discussed the barriers in ICT in Education and provides solutions from Student, Teacher, administrative and ICT infrastructure perspective. Gond and Gupt [8] make a study on digital education in India with the scope and challenges of an Indian society. It discussed the concept, Component and the benefits of digital education to Academic Institutions, Students, Parents, Teachers, and Principals. Kozma [9] has discussed on the comparative analysis of policies for ICT in education. It also discussed the Theoretical Perspectives for influencing the use of Information Technology in Teaching and Learning. International Significance of ICT Policy and the Rationale for Strategic Policy for ICT in Education have been discussed. It has rationalized the Strategic Educational ICT Policy. Operational Components of ICT Policies and some Policy Recommendations have also been provided. Kumar [10] has shown the convergence of ICT and Education. It had drawn the Model of stages of teaching and learning using ICT. In view of ICT in Education, it had classified into different categories. E-Learning, Blended Learning and Distance Learning had discussed in detail. Pyramid of ICT needs in education had shown diagrammatically. Livingstone [11] discussed a critical reflections on the benefits of ICT in education. It discussed the Challenges of ICT in learning environments at school and home. It had enhanced traditional learning outcomes. O’neill et al. [12] discussed a review of the literature for Implementing e-learning programs for higher education. It discussed the Structural Issues for Traditional Universities which included the meeting the changing demand, the competitive environment and organizational structure. Another important discussion was the implications of eLearning for Students to adapting the Changes in Learning Processes and Dealing

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with the isolation issues. Paul [13] worked on the IKM approaches on the information technology and advance computing and their interaction for healthy education, teaching and learning. It gave the knowledge about Education Technology and Education Informatics. It has discussed the contemporary IT and computing application and utilization in the field of Education. Paul and Dangwal [14] worked on Cloud-based educational systems. It tried to discuss its challenges and opportunities and issues in Cloud-based educational systems. It discussed the Backbone of Cloud Computing platform diagrammatically. It discussed the Cloud Computing meaning and its advantages, challenges and issues. It found the main application of Cloud Computing in education and services and such as regular education, online and other E-Mode. Paul et al. [15] tried to give a fundamental overview on Indian higher education system with slant to information technology. It has discussed the role of educational systems that leads Information Technology and Computing industry in India. It has analyzed the current strength of technical, management education in India including available degrees in different perspectives. Paul et al. [16] made a micro study in Burdwan District of West Bengal, India to find the impacts of education on sustainable development. It has analyzed the history and principles of Sustainable Development. It assessed the importance of education on sustainable development. It was an empirical research. It took some Null hypothesis. Ross [17] gave the speculative method in digital education research. It discussed the inventive problem making and speculative method on the researches which had not done yet. It gave Evidence, complexity and the limits of ‘what works’. It discussed on epistemology and speculative method, temporality and speculative method, and engagement, performativity and speculative method. Singh et al. [18] made a study into the effects of e-Learning on higher education. It discussed the organizational Structure of the Universities. It discussed the links the Higher Educational Institutions with Industry and incorporating e-Learning in Organizational Strategy. It had discussed the Role of Teaching Staff. It had Enhanced Teaching Tools in e-Learning. Sousa et al. [19] made the differences in the perceptions of students and entrepreneurs to create knowledge and entrepreneurial capacity for HE students with digital education methodologies. It discussed the Entrepreneurial start-up process. Various Digital learning methodologies, tools and context had discussed in tabular format. It had graphically shown the cluster analysis on the most important methods and methodologies that can be employed to promote the entrepreneurial activity, according to the HE students. It proposed the e-education methodologies for entrepreneurs.

Digital Education Digital Education is a technology-based educational frame work. Various modern technologies and digital devices have been used to assist in teaching-learning process. It may be through the use of Internet or may be without use of internet with use of some digital tools. Online Learning, Blended Learning, Virtual Education, ICT-based education and so on are the part of digital education. After the incorporation of digital

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Fig. 4.1 Digital education concept

technologies in education, the teaching–learning will become more students centric. The area of education will get expanded. The time, cost and geographic boundary will be reduced. Education can reach a much larger number of people. Digital Education is also a field of study [20] and in many universities it is being offered as an educational program [21]. Figure 4.1 shows the concept of Digital Education.

Digital Education and Its Features Digital education is very important in teaching–learning process. It has some special features over the traditional education system. The features are as follows: • Digital education does not mean online education. It may be through the use of Internet or may be without use of Internet. It could use some digital tools to assist the Teaching–Learning process. Various digital devices which used in Teaching–Learning process will be considered as digital education tools. • In the conventional teaching method, if it uses a digital tool then it would also be considered as digital education. • Many professionals could not able to continue their education or update their skills because of the time constant and please constant. Digital education is providing the solution of this problem. • Web-based learning is one of the key features of digital education. • Interactive interaction, smart presentation, and use of multimedia Technologies provides a better learning experience. • It is more cost-effective than traditional learning cost.

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Fig. 4.2 Stakeholder of digital education

• Cloud hosted platform is another feature of digital education. Data can be saved into clouds so 24 × 7 accessibility of the study material is possible.

Digital Education and Stakeholders Digital education has various stakeholders. The stakeholders are student, teacher, staff, educational institutions, basic technologies, emerging technologies and contents. Figure 4.2 shows the stakeholder model in digital education.

Basic Technologies Used in Digital Education Digital Education is mainly uses the Information Technology (IT) and Information and Communication Technology (ICT) as its basic technological component. The components of Information Technologies utilized in Digital Education are Network Technologies, Web Technologies, Database Technologies, Software and Multimedia Technologies etc. Figure 4.3 shows the Information Technology (IT) and Information and Communication Technology (ICT) utilizations in Digital Education. Different Emerging Technologies have used in Digital Education. Information collection, process and flow have been managed by the use of different kinds of

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Fig. 4.3 Information technology (IT) and utilizations in digital education

advanced technologies. Advanced technologies have been used in different components of Information Technology (IT) and Information and Communication Technology (ICT). Different emerging Technologies help to create an advanced Digital Education Platform. The Emerging Technologies (Refer Fig. 4.4) are as follows: • • • • •

Cloud Computing Edge Computing Fog Computing Bigdata Management Data Mining

Fig. 4.4 Emerging technologies in digital education

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IoT WIoT Cyber Security Artificial Intelligence Machine Learning.

Advantages of Digital Education One of the major problems of the current education system is that it is not possible to implement 24 × 7. Digital education is the solution of this problem. As the data is Store inside the cloud, so it is possible to access using the internet anytime and from anywhere. Routine Framework is one of the toughest jobs for any institution. Various emerging Technologies will help to create the class routine efficiently and help to manage the curriculum more methodically. Digital education provides the mobility to the curriculum. A student can access the study material from any place. So it is a place independent. An employee may update their skills apart from their job role or without hampering their normal duty. It is possible to learn various different skills in their flexible time. In the traditional classroom process, if any student wants to access any previous class, then it is not possible to provide it. In digital education it is possible to record the content. So a student may view the recorded content as they wish. Accessibility to the modern technologies will be able to create an efficient system. In digital education it is possible to connect many people from the different geographical domains so it encourages connected learning and Peer learning. It is possible to track the continuous progress of a student. Artificial intelligent technologies and machine learning technologies will analyze the student performance and help predict the student progress. It could be able to detect the learning difficulties faced by the student. The registration fee of the online courses is comparatively lesser than the traditional course fees of any course so it reduces the course fee in online mode and directly increases the affordability of the student.

Challenges of Digital Education Implementation of digital education is a very challenging task. The challenges faced to implement the digital education including Digital education is comprised with basic Technologies and emerging technologies so it completely depends on network technologies. So it is very challenging to maintain the network coverage in all the area and also tough to manage the network strength in all areas. Without having a proper network setup it is not possible to get the benefit of the digital education. One of the challenging tasks of digital education is to set up cost. The initial setup of the infrastructure is very costly. It is very tough to implement the digital

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education system in over institutions. The users of the system belong to different categories so it is tough to provide the training to all of them is very challenging task. Mostly the faculties are familiar with the current education system so it is difficult for them to adapt the new technology-based education system. So it is necessary to provide proper training to all the stakeholders of the system. Another disadvantage of the system is that the end user has to pay the recharge bill to access the services uninterruptedly. It is very challenging to maintain the self discipline in the online classes. To maintain the student retention in a class is also a tough job. As the learner can access the system from anywhere so the learning environment of the learner plays the vital role. Due to the environmental disturbance the learner may not learn properly. Traditional education system not only covers the syllabus but also it plays an important role in the social development and for the overall development of a student. Digital education system is not able to provide the social and overall development of a student.

Digital Pedagogy Vis-a-Vis Digital Education: The Context Pedagogy means “the way of teaching” or “the methods and techniques of tutoring”. The word “Pedagogy” is deducted from the Greek word “Paidos”, which means “child” and “agogos”, which means “leader”. So, the term generally says the way a leader leads his/her child. Digital Pedagogy is the term which tells about the way of teaching with the help of IT, ICT, Computing technologies, digital tools with or without Internet services to enhance or to change the experience of education. Digital pedagogy includes several changes to traditional pedagogy and has further in common with a constructivist approach, in which learners construct their own knowledge in a social environment with help of new IT & Computing technologies, methods and styles. It is the study of how digital technologies can be used to stylish effect in tutoring and literacy system. The goal of teaching-learning system is to help students make on previous literacy and develop chops and stations. For preceptors, the aim is to present the class in a way that’s applicable to pupil requirements. Any teacher education aims to develop knowledge and skills in pupil-preceptors for the applicable use and integration of right technology in a suitable way [22]. It is the need of time that every teacher should know the proper use of technology, pedagogy and content of particular subject to make their diurnal classroom tutoring effective and efficient. Digital pedagogy could help preceptors in achieving this, as the Digital Pedagogy program incorporates contemporary teaching and learning strategies. Throwing a digital tool or computer or any other electronic tools into a classroom doesn’t make the learning effective. Teachers need to understand how to use technology effectively, understand the literacy propositions behind the practice and know how to elect the right methodology for the literacy issues they seek. This is the reason why teachers need and understand the concept of digital pedagogy. As not all students have navigation chops or use the whole range of ICT adeptly, preceptors need to demonstrate how to identify, elect, dissect and use ICT information such that

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students develop critical digital literacy [23]. Teachers also need to accept that there will be abecedarian changes to conditioning, rather than using old conditioning on new media [24]. As the society is going towards digital technologies, all aspects of society are changing itself through IT, ICT, digital tools with or without the help of internet services. In education sector also, a massive change is adding in the way of tutoring and the factors of tutoring. The conception of Digital Education is spreading in this digital period and that’s why the conception of Digital Pedagogy is important, demanded and most precious part in the area of Digital Education. This concept is as much important as the need of knowing ways of using digital tools in the education sector. It is not only important to know the uses of digital tools while teaching, but also it is important to know the styles or way of using them for the learners. In simple terms, a digital pedagogy is the study of how to teach the students using IT, ICT, Computing technologies, electronic instruments, digital tools and methods. The Digital Pedagogy provides an understanding to preceptors, about the ways in which learners of digital generation work and learn in a digitalized connected terrain. Preceptors may combine technology with their teaching which may affect implicit tools to bring changes in the education process by the means of digital pedagogy. Utmost teachers are using technology every day, but the types of technology they use might not be as up-to-date as their students, nor even their teaching requirements, need them to be. Technological skills are not the defining factor for effective digital pedagogy, because Digital Pedagogy is more about a station and aptitude towards the IT or ICT tools and digital technologies. It is further about the amenability to use them in the classroom effectively and to understand how and why they should be used for the better performances of the students. Offering ICT or IT applications as a mandatory subject only will not work present, in addition to this, there is a need to study IT, ICT in an intertwined approach along with methods and courses. This will help pre-service preceptors in the development of the needed chops, capabilities, proper ways and proper time of using the tools related to digital pedagogy to a greater extent. In simple word, digital pedagogy is not about using digital technologies for teaching purpose, rather, it is about approaching those tools from a critical pedagogical perspective. Because it is frequently handson and multisensory, it can give faculty and students with indispensable ways into class materials and with indispensable ways to express their ideas with electronic and digital widgets. For this reason, digital pedagogy can create exciting opportunities for less conventional learners and increase their interest towards their studies. A digital pedagogy includes methodologies for using new tools, planning for using new technologies in an interesting way, which is less content than problem-solving based. It promotes higher order thinking skills and students move from remembering content to gaining a deep understanding of concepts with the help of digital technologies. With these techniques and methods, learners gain knowledge in easy way and also get interest in learning, as here it is common to use digital images, videos, GIFs, and multimedia technologies. Digital Pedagogy may be applied to online, onsite, or hybrid mode. Digital Pedagogies can include Web 2.0 technology for social networking as well as includes Cloud Computing, Bigdata technologies, with the use of blogs, articles, e-materials, and online lectures, by using smartphones, tabs,

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and laptops for learning. In this way, digital pedagogies help to experience the better education system and transform teaching and learning into a better environment to provide rich, diverse, and flexible learning opportunities. Teacher education aims to develop knowledge and skills in pupil-teachers for the appropriate Digital Pedagogy in Teacher Education use and integration of right technology in a suitable way. It is the need of time that all the teacher should know about the proper use of technology, pedagogy and content of particular subject to make their daily classroom teaching effective and efficient. Digital pedagogy could help teachers in achieving this. Digital pedagogy, the term emerged from the juxtaposition of technical skills, pedagogical practices and understanding of curriculum design approach, which are appropriate for learners. Digital pedagogy is effective in supporting, enhancing, and transforming the process of teaching and learning and in consequence provides enriched, assorted and fluctuating learning benefits or scope for learners. It also offers a base to engage learners in constructive learning through which learners dynamically construct and apply learning in decisive, purposeful and significant ways. According to smart classrooms (2008), “Digital Pedagogy enhances the opportunity for authentic, contextualized assessment that supports learning in a digital context. The digital pedagogy program incorporates contemporary teaching and learning strategies. The characteristics of it as personalized method, intellectual rigor and engagement, associated to worldwide contexts, helpful and interlinked classroom environments and a clear alignment of curriculum, assessment and accountability to improve outcomes for students.” It is a technique to work and learn with ICT tools to assist quality enriched learning experiences for twenty-first-century learners. Digital pedagogy means the use of ICT means, techniques and gadgets, i.e., social media, multimedia applications, cloud computing, online games and applications, mobile devices, web 2.0 tools, productivity applications, and interoperable systems to enhance or to change to the experience of education and transforms teaching and learning to provide rich, diverse and flexible learning opportunities for a digital generation. The three domains of knowledge that make up digital pedagogy or techno-pedagogy are content, pedagogy, and technology (Refer Fig. 4.5 as well). Content (C) is the topic that will be taught. Technology (T) incorporates all cutting-edge technology like computers, the Internet, mobile devices, digital video, e-books, and open educational resources as well as more traditional ones like overhead projectors, blackboards, and books. Pedagogy (P) defined the organized methods, techniques, tactics, and processes for teaching and learning. Knowledge of the objectives of education, evaluation, and student learning is also included [25]. Understanding the relationships between the aforementioned three elements is necessary for successful technology integration. The introduction of technology causes the representation of new concepts and necessitates developing sensitivity to the dynamic, transactional relationship between all three components, as suggested by the TPCK, according to [26]. Finding the right technological integration depends

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Fig. 4.5 Conceptual diagram of digital pedagogy

on the type, extent, and level of the curriculum as well as the learners. Technology serves as a tool to improve learning and aid in the accomplishment of more challenging goals.

Methods for Integrating Digital Technology in Teacher Education ICT and other related digital technologies are implemented in teacher education all throughout the world in a variety of ways, with differing degrees of success. The following techniques have been developed from these in additional detail, analysis, and blending: ICT Skills development approach where the emphasis is placed on guiding student instructors in general ICT use to support them in carrying out their regular duties To do this, information on various software and hardware is supplied, as well as information about how each is used in the educational process. ICT as a Pedagogy approach, where planning and integrating ICT abilities for the particular topic to increase specific ideas and skills and boost learning outcomes are given emphasis. Pupil instructors design lesson plans and activities based on constructivist ideas, choose the best ICT resource and then integrate it into the appropriate classes. ICT as a Subject-specific approach, where ICT is used by instructors and students for a wide variety of the Digital Pedagogy in Teacher Education curriculum in this approach, not as a “add on” but as an intrinsic instrument. It entails preparing to

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utilize ICT tools in classes and assignments that improve students’ comprehension of a certain subject in some way. ICT as a Practical approach, here the focus is on exposing aspiring teachers to the actual applications of ICT. In this method, the student-teachers concentrate on creating and organizing lessons while utilizing ICT resources to support the lesson with the use of various cutting-edge presenting techniques to encourage class debate and the conceptualization of ideas. These strategies can raise achievement, but they do it in various ways. Such as the skill development strategy improves ICT literacy abilities and the core pedagogy enables student-teachers to further develop and sustain these skills in the context of creating classroom-based materials, they are valuable. This will allow teacher educators to introduce students to new and creative learning methods while also giving them a real knowledge of what teaching and learning using ICT entail [25]. The discussion above makes clear that there are many different ways that ICT may be used in teacher preparation programs. ICT integration and application in the classroom may be taught to teachers. ICT can be a primary or additional tool in the teacher preparation process [27]. Nowadays the latest generation students are eagerly looked as upgraded generation who are eligible to use the internet on their handheld devices very fluently. In a word they are digitally fluent on their living generation. A huge number of educators and researchers are thinking about these digitally fluent students so that they have access their improvement of knowledge by using the internet in their lives outside school. But they are less fluent within the educational contexts. So that they are eager to bring a change in their traditional education system that may be converted into a digital education system. There have occurred digitally expectant in the educators that means they are facing constant challenges of refining teaching and learning techniques so that they are expecting the changes in their education processes. There are far distinct differences in the behavior and habitats between the students and their teachers. The teachers are somehow unable to use those digital patterns for giving lessons to their students that the students need as their requirements. Teachers are comfortable in giving lessons by self-taught or peer-taught, so that their technical skills tend to be limited. With the use of digital technologies the digital pedagogy is more about attitudes towards and aptitudes. The teachers should know how to use more technologies to provide more knowledge and make the students technologically skilled to digitally fluent students as per their requirements. Apart from the expectation of the students, the parents, employers and the wider community expect the digital pedagogy to the digitally fluent students so that they can abstract more knowledge from different sources and can learn the use of various technologies from an early ages. Employers are digitally expectant of the use of digital pedagogy in employees’ education system whether the employees are the secondary students who are doing job in their part times or exist in the education system. For the above reasons, government initiatives like a laptop program to the school that the students can create in the minds of the wider community and make the sense of technologically skilled schooling digitally. Digital pedagogy is

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not only about the use of digital technologies in the education system but additionally approaching digital tools. Some value is needed in the digital pedagogy that is described subsequently like Open Educational Resources that are freely accessible, openly uses of instructional elements inclusive of text media, audio video, etc. that are useful for learning. Sharing Teaching Resources that can be shared by using online repositories, i.e., some contents from various websites, Youtube, slide sharing, e-book, e-content via email that assist teaching the students, whereas SelfDirected Learning (SDL) is an instructional strategy and where students can decide how to learn from the shared learning resources with the guidance from the teachers. Regarding Interest-based Student Project students can choose their interest and use those types of interest in the learning experience. Sharing Syllabi Resources that the students can follow the syllabus of e-book and e-contents and upgrading their knowledge from these resources. Publishing Using Open-Access there are no legal, technological and financial barriers to access and anyone can search, read, download, copy, print and share among all. Open-Peer Review has various possibilities for modification of traditional scholarly peer review methods. In the subsequent, there are some methods that have been used in digital pedagogy: Online Education—Students are learning from the teachers via online classes, various websites, and different online education platforms where they don’t need to attend physically. Mobile Learning—Nowadays most of the students have their handheld devices like mobile in maximum time. They can learn by using mobile devices. Video-Based Learning—Students are interested in learning via images, video and audio that may be recorded classes by these they can learn from it again and again when they need. Personalized learning—In personalized learning, educators can easily share content in a group or individually. Students also can personalize the learning process by selecting difficulty levels, topics, schedules, etc. Crowd sourced Learning—Anyone can express their point of view in various topics of education by uploading their creation in online video uploading platform (like Youtube), giving their opinions to others’ thought of processes and can contact with each other. Contextualized Learning—Digital learning model can assist to focus on the aspects of students’ level, location, professional status and skills. Accelerated learning—Digital technology can access the information fast and easily. Most of the researches, information are instantly available so that learner can acquire new knowledge and developed their professional skills. Gamification Learning—It is a learning process that is used to giving lesson by using game. Through the gamification learning process, students can learn by attracting and motivating.

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Digital Collaboration—The students and the teachers have increasingly collaborated by the use of different digital technologies in learning methods. Learning from World-Class Experts—Students can learn from the world-class experts who can advise more about the topic they have searching as per their requirements.

Education 4.0 and Digital Education Education 4.0 is an educational framework which integrates social, cultural and educational activities using various emerging technologies to maintain the sustainable development. It is responsible for the overall development of a learner [28]. It affects all the domains viz-Cognitive, Affective and Psychomotor. It is a preferred learning method that helps the learner to adopt industry 4.0. It helps to develop various skills needed in Industry 4.0. It is a lifelong learning format which helps to learn from everywhere and at anytime. It is the individual study program which provides the learner customized study materials, makes individual assessment, and provides digital great card. It is an interdisciplinary topic which concerned with education psychology Technology culture, etc. It uses different emerging Technologies like—Virtual Reality, Augmented Reality, Hologram, Biometric, Multi-touch Screen, 3D printing, Cloud Computing, Edge Computing, Fog Computing, Bigdata Analytics, Data Mining, IoT, WIoT, Cyber Security, Artificial Intelligence, Machine Learning etc. Figure 4.6 shows the Conceptual model of Education 4.0. Fig. 4.6 The conceptual diagram of Education 4.0

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The concept of acquisition of learning has changed over time. Based on the different teaching–learning methods in the Education system could be categorized into four generations. Education 1.0 is the ancient procedure of the learning. When there was no written documentation concept of learning. The learner has to memorize the knowledge only after the verbal lesson given by the teacher. Thus the Education 1.0 is categorized based on Memorization of concept. Education 2.0 is a systematic learning process. Face to face learning in traditional class room scenario belongs to the Education 2.0. In this generation the focus has given in concept building and knowledge making. Thus the Education 2.0 is categorized based on the Knowledge acquisition procedure. Education 3.0 is the implementation of Information Technology and Information and Communication Technology which changes the process of knowledge acquisition. Thus to implement the internet-based education system could be classified as Education 3.0. Education 4.0 will be the future of the Education system. The education system could be moved forward from Education 3.0 to Education 4.0 which will be a completely artificial intelligence controlled virtual system. Various emerging technologies will be helping the learner to the acquisition of the knowledge [29]. It will be completely technology-based education system.

Conclusion Digital education has lots of effects over traditional classroom scenarios. It has lots of advantages to implement digital education system with the traditional educational system. Digital education will not replace the traditional education system but also it will help the student to enrich their knowledge and provide easy accessibility of the resources. The learner can learn at anytime and from anywhere. Implementation of digital education is also a challenging tasks because of the initial infrastructure setup cost. The Institutions have to collaborate with different IT and ICT service provider. It will be a challenging task to adopt chalk-board-paper to smart phone and laptop. Although it is a challenging task but still it is able to enhance the scope of the education to reach every person in the world. Acknowledgements We wish to express our deep gratitude and sincere thanks to Dr. P. K. Paul, Department of Computer and Information Science, Raiganj University, West Bengal, India. We are very much grateful to him for his invaluable guidance, ongoing encouragement and enormous motivation. His valuable advice and support help us to write this chapter. Hope to get blessings and the valuable guidance in future too.

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Chapter 5

Digital Education as an Integral Part of a Smart and Intelligent City: A Short Review Nilanjan Das

Introduction Education is the important aspect for enhancement of urbanization. In this era, many countries in the world emphasize on improvement of the education system. Nowadays, the growth of the technology is progressing so fast. New innovative technologies are discovered with the enhancement of the current technology. Society and industry also adapt recent advanced technology for the development. It is required to adopt these technologies to transform the education system in new dimension. The involvement of digital technology in education system converts into digital education. Teacher needs to get experience and knowledge about the digital technology to teach the students with aid of digital technology [1]. So, the students get advantages of the implementation of digital technology in education. Today demand of the smart technology is enhanced due to the invention of new technology for the delivery of services. In this technological edge, the city also becomes smart due to the association of the new technology for infrastructural and service-oriented development. The residents are main stakeholder of the smart city. Therefore, people obtained all the services and facilities provided by the smart city. The importance of smart cities raises day by day. The smart technology-oriented services are implemented to solve many issues and challenges of the city services. So, smart city established a better environment for improving the life style of the citizen. Information and Communication Technology (ICT)-based application accelerates the delivery of effective services in smart city [2]. Digital education is the part of the smart education in a smart city. The various infrastructural services of education are developed with smart technology to provide smart education in smart city. The digital education is involved in the enhancement N. Das (B) Department of Computer Application, Siliguri Institute of Technology, Siliguri, West Bengal, India e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 A. Choudhury et al. (eds.), Digital Learning based Education, Advanced Technologies and Societal Change, https://doi.org/10.1007/978-981-19-8967-4_5

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of smart city. There are various aspects of the smart city and digital education. Digital education is the integrated part of smart city or intelligent city. There are many potentialities of digital education to educate each citizen in smart city with the help of technology. The various types of technology are implemented to enrich the education system in smart city [3]. Digital education has many impacts on the learners and educators. The progress of the digital education in smart world has increased due to the changes of emerging technologies. There are some challenges to implement digital education in transformation of the smart city. This paper shows how the digital education becomes part of the smart city and technologies are the main associates to conduct digital education.

Objectives of the Work Digital education is an integral part of a Smart and Intelligent City and has the following objectives: • To describe the basics of digital education. • To study the aspects of the smart city and digital education. • To study the changing scenario of digital education in smart world and study the challenges and prospects of digital education in smart world. • To study the technology involvement in digital education in context of smart city. Figure 5.1 shows the Digital Education Associates.

Digital Education: Basics The old-fashioned education system needs to change according to the modern rising technology. Digital education is the new form of education system enabled with current updated technology. Different teaching and learning techniques are digitalized using technologies in education. Teacher and students are interacting with each other in digital class room teaching and also in online learning [4]. Digital education enhances the learning by expanding it beyond the scope of education. Students have provisions to study apart from their traditional learning in course module. Moreover, students improve their proficiency and experience by this learning process. It increases the efficiency of the students in learning [5]. Digital education provides the learner assessment techniques that improve the teaching qualities. The accomplishment of digital technology in education escalates the expertise of teachers to evaluate the student learning ability. Different digital tools or applications are used to judge the student performance in learning and one of the applications is quiz-based game [5]. In digital education, teachers and students are dependent on the technology. Implication of latest technology in the teaching methodology makes teaching

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Fig. 5.1 The digital education associates

more interactive and effective. The different categories of technology are used in the many purposes of the education. Hardware, network, and software are the categories of the digital technology [6]. Some technologies are used in classroom-based learning, electronic-based learning, network and web-based learning, computer-based learning, and digital learning [7]. Some advantages of digital education are fast learning process, digitization of teaching materials that make lifetime availability of materials, long life learning, increases self-learning ability, accessing of lectures and contents without any time constraint, learn anything from any location in the world, attractive learning content using graphics or images, and efficient teaching gauging tools. So, digital education helps teachers to increase the participation of the students in class room as well as in the online education. Both students and teachers get assistance from the technology in education. The technological utility in education makes it as smart education. Limitations of the digital education are lack of students’ interaction in online learning, problems occurred when software is not functioning properly, poor network connectivity, proper availability of digital contents, and not properly fit for the students and teachers. Digital education is now intensified rapidly. After the COVID-19 pandemics, demand of the digital education reached in peak. Most of the institution, schools, and higher educational institution acquired the digital technology to amplify the quality of education. Propensity of digital education is very high in all over the world in near future [8].

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Evolution of education followed by the technology is classified as education 1.0, education 2.0, education 3.0, and education 4.0. Progress of the education is categorized by the evolution of the technology. Evolutions of technology have huge impacts on the digital education. Many countries are switching the education system from education 2.0 to education 4.0. Education system is progressing as the industries are upgrading toward 4.0 [9]. Education 1.0 is the conventional education system where teachers deliver the lectures to the students physically without any technological aid. Teacher is the utmost superior to teach the students inside the class room. In this education system, students act as learner only in which teacher is the main supervisor. Education 2.0 updated education system after education 1.0. In this education, teacher is not acting as a superior. The collaboration and communication are implemented in the teaching and learning. Learners and educators both are collaborate with each other. Technology is applied in the education system but regular teaching process remains the same. There is a lack of experience of the educators to adapt the use of technology. Education 3.0 is fully transformed into a new form where students participate in the teaching, learning, researching, collaboration, and communication. Teachers act as a supervisor, educators, learners, and organizer. Flip class room technique is imposed in class room teaching to make learning more attractive. Self-learning is accepted by the learner due to the applications of technology. Education 4.0 is the modernized education system that becomes popular in next generation. This education emphasizes on the interactive practical session and face-to-face teaching. It executes flip class room in the teaching and learning process. Utility of technology is more convenient and free to use. Individual learning and teaching improved in this education system. Use of the Virtual Reality technology is extended in this education that makes education system more realistic. Technology-oriented education is the future of education in next generation. Industries, countries, and cities are gradually developing and become smart with intelligent emerging technologies [9]. Figure 5.2 shows the progress of education according to technology evolution.

Fig. 5.2 Progress of education according to the technology evolution

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Smart City and Digital Education: Some Aspects Smart city is the technology-oriented city that offered various digital services to the inhabitant of the city. Smart city is also termed as digital city, intelligent city, and sustainable city. “Smart” is referred to as intelligent, well organized, expert, efficient, and active. So, the smart city is growing today due to the recent trends of the technologies. Therefore, cities are rapidly transformed into the smart city or intelligent city for the sustainability in this digital era [10, 11]. City is based on some parts such as education, healthcare, economy, environment, infrastructure, transportation, and industry. To develop a city as smart city, we need to enhance these aspects of the city with the aid of recent technology [5]. The main target is to build information-technology-based infrastructures and services in smart city construction. The aspects of the smart city are as follows.

Smart Education Technology is the main part of the education to build smart education system. Smart education is formed with smart solutions for all services provided in education. Digital classrooms, e-learning, digitalization in education, and e-education are the smart solutions of the smart education [5, 7].

Smart Healthcare Healthcare system is fully depending on the technological support. It is required to digitalize all the work and services of healthcare system. Infrastructure of the healthcare system is reformed with the recent innovative technologies.

Smart Economy Economy is the main aspect in developing of the smart city. So, economy must be improved for the construction of smart city. Technology is involved to increase the economic improvement of the smart city. Technological transformation has direct impacts on changes of businesses, entrepreneurships, and industry development [5].

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Smart Environment Environmental changes are main concerns for the formation of the smart city. Changes in the environment have many effects on the society and economic growth in the city. Technology plays vital role to trace the environmental changes and the impacts in advance. Smart application of the environment keeps all the information about the natural disaster and the challenges to face the natural disaster [5].

Smart Infrastructure Strong and efficient infrastructure is the necessary part of the development of the smart city. The utilization of the technology in infrastructure makes it intelligent and smart. Infrastructure of all the fields in a smart city is constructed with the attachment of digital technology.

Smart Transportation The integration of the information technology in the transportation system forms as a smart transportation. Development of the city depends on the transportation and mobility. Thus, to improve the efficiency and implement faster transportation services, the smart system builds up with association of smart technology [5].

Smart Industry Evolution in industry is changing toady due to the evolution of the technology. Smart technology is the integral part of the smart industry that supports the production and other operational works of the industry. Digital education is the formation of education system with the technology, teaching pedagogy, and other teaching aids. Educators, learners, and institutions are the associate stakeholders of the digital education [12]. Digital implementation in educational institution helps the institute to conduct education digitally. Education system is changing due to the growth of technological improvement and innovation. Teachers depend on the smart technology to promote effective learning. Teachers also adapt new technologies to encourage the students for more attachment in learning [13]. There are various modes of the digital education according to the technological applications. According to the various aspects of the digital education, the digital

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education is classified as adaptive learning, blended learning, gamification, personalized learning, online learning, collaborative learning, e-learning, e-textbook, and digital curriculum. Adaptive learning is one of the aspects of the digital education. Artificial Intelligence technology is used in adaptive learning to study and evaluate the knowledge of students. Students’ feedback is investigated and evaluated to assess the learning ability of the students. The feedbacks are examined with perspective of some parameters including strength and weakness. The new learning techniques are implemented and existing techniques are modified according to the student feedback. Therefore, the adaptive learning is effective to increase the participation of the students in courses with various learning resources periodically [14]. Blended learning provides learning techniques to blend digital learning and oncampus classroom-based learning. The students are present in campus of the institution where teachers are also present to conduct classes physically as well as teachers take the classes through online with support of online platform. The blended learning offers opportunities for each student to learn separately in addition to the classroom group study. Blended learning is the extended learning process which is used for the advancement of the education [13]. Gamification is the technique to escalate the digital education. Award-based learning technique is introduced in education by the development of game for learning [9]. It enriches the learning process more interesting and attractive to the students. The learners are benefitted from this learning techniques. The main aim of this technique is to engage the students to learn attentively [14–16]. Personalized learning creates the platform for the digital learning process in which students can personally learn with the help of digitalized learning resources. The educator develops the learning resources or materials for each student to learn their own pace. The students personally benefited in their learning from this learning process [17]. In Collaborative Learning, group of learners make collaboration with each other for the education purposes with the help of digital technology. Some learners are connected in group or community with computer-based network where they can share the views, content, and communicate with each other for the learning purposes. The main purpose of this learning is to develop the ability of the learners to work collaboratively in a team. It also helps to grow the attention and interest of the students in learning. So, this is the effective learning process of digital education [5, 18]. In Class Room Technology, different types of technologies are used in class room to make class room teaching more effective. Teachers get various opportunities to improve the learning process with the help of various technology aids. Smart board, 3D printing, virtual reality, augmented reality, social networking, cloud computing, and web technology are the technologies applied in the class room teaching. Technology gives the support to retain the student attention and involvement in the class room. In e-learning, the teachers deliver lecture to the students over the Internet instead of taking classes physically in the classroom. So, there is no interaction between student and teachers in the class room teaching. Full course is available in online. The students can complete the courses over the Internet using email, forums, video tutorials, video conferencing, and online documents. The students are permitted to

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interact with the educators via passing messages over the network or by email. Elearning gives facilities to study independently from any place and any time without any barrier. The purpose of the e-learning is to create digital platform for education that is fast and convenient to each learner [12, 19, 20]. E-textbook is a textbook which is text-based learning resources followed by any course curriculum. Textbooks are available as hard copy or digital copy. E-textbook is referred as a digitalization of any textbook. It available in different file formats like.epub,.txt,.docs,.pdf. Learner reads the e-textbooks in online or download it to read any time in offline mode. Learner can read the e-textbook from any place and any time without carrying it [21]. Digitalization in Curriculum, digitalization of the course curriculum is specified as digital curriculum. The course materials are digitalized as different format. It is available as audio-visual content, text-based content, lecture materials, testbased, multimedia content. All the digital materials are used for e-learning purposes. Different course materials are assembled in the full course [21, 22]. M-Learning, Mlearning or mobile learning, established multi-stage learning process for the learner. Learners learn from their electronic devices when they want to learn and from any location. It is a multi-direction learning technique to learn from any devices with the association of the applications. Applications are based on audio-, video-, image-, or digital-based applications. Mobile learning helps learner to grow their interest in learning [12].

Changing Scenario of Digital Education in Smart World This section of the article gives analytical study about changing scenario of digital education in smart world. Many secondary resources such as research papers, reports, and website contents are surveyed about how digital education is formed in the smart world. Survey of digital education scenario is based on different continents including Europe, America, Asia, and Africa. Key parameters have been taken for this study such as the future trends, technology, and challenges of digital education in all over the world. Digitalization accelerates in the education system and is gradually progressing. Countries in Europe implement digital education in class room teaching and learning. Different technological tools are applied in the education system to provide better education to the students. Learning Management System, Moodle, and e-learning are the smart application experiments for the improvement of the education. European countries focused on the digital proficiency in enhancement of the education. Training is provided about digital education to the teachers and students to fit into the digital education system. Teachers need to get all the skills about the digital education that would be applied in the teaching [23]. Many limitations or challenges are faced to impose the digitalization in education such as lack of network connectivity, availability of resources, and lack of experiences [21].

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Asian countries also rely on the use of digitalization in education. Most of the countries reformed their education system using digital technologies. Some countries are developing smart educational institution and train their teachers to enhance the adaptability with the new technologies [24, 25]. The education system is radically changed during and after coronavirus pandemic. Maximum developing countries recline on the online education, digital learning, mobile learning, and blended learning during pandemic [21]. The countries are focused on the digital transformation of the education system. All countries in the world endorse the use of digital technologies in the education in future. So, it is observed that scenario of digital education is changing in smart world. The education system is transformed into digital education in all the countries in America. Countries are continuously progressing in every aspect of digital education. The advanced education system is implemented by the use of digital technologies in class room and outside of the class room [26]. Smart tools and application build up for upgrading the education in secondary education and higher education. Teachers are trained properly to extend the experience of the teacher to teach the students using modern technologies. K-12 is modern education in this century that provides education from kindergarten education to pre-university education. K-12 education is global education system that is imposed by many countries including Canada, America, and countries in Europe [27]. Implementation of the digital education in African countries is the challenging task. Poverty is the main barrier of the countries. Most of the countries are poor countries and some countries are developing countries. Limited technology resources are available in the education due to the scarcity of fund. Some countries are developing their education system using Information and Communication Technology (ICT) [28]. There are deficiencies of computer equipment in the educational institution. Teachers have deficiency in proper skills or knowledge to use the ICT in teaching and learning. Efficient teacher deficiency is another issue in education in African countries. However, use of technology in digital education is slowly growing in this decade in some African countries. Low-cost devices and software are used in education system that helps to reduce the scarcity of the technological resources in digital education. Digital education is acquired during coronavirus pandemic in South Africa. During lockdown no physical classes are conducted in institution. Digital technology helps to solve this issue by the online education, online digital resources, smart electronic devices, and some other electronic devices [19, 29]. Digital education is important now in the smart world. The growth of digital education market is rising globally. Demand of the digital education increases due to the industry revolution and changing trends in education. It is observed that digital education trends in American countries raised in 2020 in international market. In Europe, development of infrastructure, network connectivity, and technology is still progressing for the improvement of the education system using modern emerging technologies. In Asian countries, digital education prospects depend on the economic growth of the countries. Demand of the digital education is very high due to the use of the smart devices in some Asian countries [30].

90 Table 5.1 Future prospects of digital education in smart world

N. Das Continents

Digital education prospects

Asia

Middle

Europe

High

America

High

Africa

Low

Therefore, overall scenario of the digital education in smart world depends on the various impacts including economy, initiative, interests, geography, policy, and skills. There is deficiency and some limitations to enhance the digital education in developing countries. Some developed countries already accept the digital education to promote the education. But some developed countries are constantly progressing to augment digital education. Table 5.1 shows the future prospects of digital education in different continents.

Case Study on Some Digital Education in Smart City Technological application in education makes education smarter and intelligent. Smart education is one of the components of smart city. Digital education is a part of smart education system which is applied to accelerate the education in smart city. Digital education gives all the facilities or service perspectives of educational infrastructures and services in smart city. Smart school, smart higher educational institution, and online learning lead to smart implementation of the digital education. This section is based on case study of some technology associates in digital education in context of smart city. Study focused on the latest technologies included in education and how it extends the education. The various research papers, websites contents are surveyed for this study. This case study is based on the technology involvement in digital education which is divided as technologies used in class room teaching, technologies used in online education, and other related technologies. This study focused on some digital technologies such as smart board, document camera, and 3D printing as part class room technology. Other related technologies those are used in class room teaching as well as in online education such as cloud computing, IoT, Big Data, Block Chain, Augmented Reality, and Virtual Reality are also viewed in this study.

Smart Board Smart board is an intelligent projector screen in which students and teachers can interact. Sensor device is used in this board that makes the board smart and responsive. This smart board acts as a giant computer screen and its response is same like a

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computer. This technology gives the digital platform in class room in which students are able to learn and interconnect without using computer. To draw any objects on the board, no need to use any pen or chalk and the screen is automatically clean without duster or cloth. Digital drawing objects and tools are available in the board that help the teachers to teach even without drawing the objects. The smartboard also connects with the Internet to fetch the online teaching resources that extend the smart teaching process [7].

Document Camera Document camera is used to capture images from the paper and show it through the projector screen or in smart board. It is the most current modern technology which is utilized in smart class room teaching. Teacher gets help by this technology to present any scientific experiments or results to the students for learning. It is very effective technology that makes the teaching and learning process easy and productive. This digital technology makes class room smarter and more intelligent [7].

3D Printing 3D printing is the technology which is used in smart class room. This printing technology is useful for engineering and science. Students create design of 3D models for the project-based learning purposes. 3D printer is used to print images of 3D design, structures that enhance the learning more effective. This technology has many potentialities in digital education to make the learning more constructive [7].

Cloud Computing Cloud computing helps in the delivery of computing infrastructure and services in time as per the requirement over Internet. Cloud computing is important technology of the digital education. It plays major role in online education system. Infrastructure and services of online education system are constructed using cloud computing technology. Online learning management system is the application that is executed by the cloud computing technology. The learning materials, documents, and tools are shared through the cloud. Google Docs, Google Classroom, and Google Meet are the cloud-based applications [31, 32].

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Big Data In this digital decade, importance of data and information is raised due to the demand of smart system and the evolution of the technology. Bulk data is produced from the different sources. Extended data is complicated and difficult to analyze and filter. AI tools are applied to analyze the big data. In digital education, teaching documents, materials, and resources are stored in cloud as big data. Teaching- and learning-related data is managed by the big data analytical tools.

Internet of Things Internet of Things is one of the ubiquitous technologies today that are used for creating smart system. It is used to connect various physical objects with Internet to make responsive and intelligent objects. Sensors are involved to create lively objects which are worked very smart way. IoT is the technology stakeholder of digital technology that gives many smart services in education. Smart board and robots, document camera, and other smart solutions are the smart implementation of IoT in digital education. Therefore, use of IoT in education builds smarter education system in smart institutions [6, 33, 34].

Block Chain Block Chain is the most current technology today. This technology becomes popular for the cryptocurrency transactional management through online. Transactional nodes are connected as chain of blocks in which all transactional activities are stored for further use. Now the research and experiments are going on to find out the trends and potentialities of block chain technology in other fields. Block chain technology has limited application in another sector. This technology is used in digital education for fulfilment of limited purposes. Limited institution uses this technology to operate some educational work. Student certificate management is one of the applications of block chain technology [35].

Augment Reality Many experiments and researches are conducted today to make smart education system in the smart city. Augment reality is another important technology in digital education. It has many prospects to enrich the education methodology. It is visual aid with objects to learn anything practically. So, the students get advantages from this technology. It grows the interest of the students by learning visually at their own pace [33, 34, 36].

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Table 5.2 Analysis of various technological aspects in digital education Technology

Purposes

Impacts in education

Smart board [7]

Smart classroom

More effective in classroom teaching

Document camera [7]

Smart classroom

Effective for the experiments in laboratory

3D printing [7]

Smart classroom

Effective in documentation for the project-based learning

Cloud computing [31, 32]

Online education

Improves the online education infrastructure and services

Big data [11]

Online education, resources, smart classroom [11]

Effective for the information and data analysis

IOT [34]

Smart classroom and smart institution

Develop smart and digital infrastructure for education

Block chain [35]

Online education and smart classroom

Make secure and trusted solution in digital education

Augmented reality [33]

Personalized learning

Effective in practical oriented teaching

Virtual reality [37]

Smart classroom

Effective in lively teaching and learning

Virtual Reality Virtual Reality is another associate technology in the education sector. It used in class room teaching to present things lively. It creates virtual platform using headset that represents the physical objects as real objects [37]. It is applied in education widely which is effective for practical oriented learning. So, this technology is also significant in digital education [36, 34]. This study has analyzed many facts of the technological impacts on the digital education. Many technologies stakeholders are associated to converts traditional education in the form of digital education. Moreover, it is observed that the digital education amplifies the smart education and smart education is the aspect of smart city. Table 5.2 shows the impacts and purposes of the technologies in digital education.

Conclusion This paper gives the views of the digital education prospects in different perspectives. There are various aspects of smart city and digital education. All these aspects are described in this paper. The education is progressing step by step according to the invention of the technologies. Trends of the digital education are continuously changing in the smart world. So, almost all the countries in the world involve

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in making smart city by enhancing the education system as smart or intelligent. Changing scenario of the digital education in smart world is analyzed and expressed in this paper. Smart city is another context in which technology is prime associate. Digital education is related to the smart city because digital education is the associate of the smart education and smart education is the feature of smart city. Latest emerging technologies are fully involved in digital education for the enhancement of the smart education in smart city. Acknowledgements I am thankful to Dr. P.K. Paul, Department of CIS, Raiganj University for his support in content enhancement, encouragement, and support to publish this work.

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19. Anigri, M.: E-learning for smart-universities: pandemic challenges and opportunities in Morocco. In: E3S Web of Conferences, vol. 297. EDP Sciences (2021) 20. Nanjundaswamy, C., Baskaran, S., Leela, M.H.: Digital pedagogy for sustainable learning. Shanlax Int. J. Educ. 9(3), 179–185 (2021) 21. Caduceus.: Digital learning e-learning online learning (2019). https://www.cipcourses.com/dig ital-learning-elearning-online-learning/ 22. Paul, P., Bhuimali, A., Kalishankar, T., Aithal, P.S., Rajesh, R.: Digital education and learning: the growing trend in academic and business spaces—An international overview. Int. J. Recent Res. Sci. Eng. Technol. (IJRRSET) 6(5), 11–18 (2018) 23. Fissore, C., Floris, F., Marchisio, M., Rabellino, S., Sacchet, M.: Digital competences for educators in the Italian secondary school: a comparison between DigCompEdu reference framework and the PP&S project experience. In: Proceedings of the International Conference E-Learning, pp. 47–54 (2020) 24. Ebrahimi, S., Gangi Khezerlak, A.: Comparative study of information and communication technology development strategies in primary education of America, Australia and Iran. Int. J. Basic Sci. Appl. Res. 4(1), 1–5 (2015) 25. EHL insights.: Digital education transformation (n.d.). https://hospitalityinsights.ehl.edu/dig ital-education-transformation 26. Argüelles-Cruz, A.J., García-Peñalvo, F.J., Ramírez-Montoya, M.S.: Education in Latin America: toward the digital transformation in universities. In: Radical Solutions for Digital Transformation in Latin American Universities, pp. 93–108. Springer, Singapore (2021) 27. Tiven, M. B., Fuchs, E.R., Bazari, A., MacQuarrie, A.: Evaluating global digital education: students outcomes framework. Bloomberg Philanthropies and the Organisation for Economic Co-operation and Development, New York, NY (2018) 28. Hoel, T., Mason, J.: Standards for smart education—Towards a development framework. Smart Learn. Environ. 5(1), 1–25 (2018) 29. Mhlanga, D., Moloi, T.: COVID-19 and the digital transformation of education: what are we learning on 4IR in South Africa? Educ. Sci. 10(7), 180 (2020) 30. Grand View Research.: Digital education market report (n.d.). https://www.grandviewresearch. com/industry-analysis/digital-education-market-report 31. Elgelany, A., Alghabban, W.G.: Cloud computing: Empirical studies in higher education a literature review. Int. J. Adv. Comput. Sci. Appl. 8(10) (2017) 32. Paul, P.K., Dangwal, K.L.: Cloud based educational systems and its challenges and opportunities and Issues. Turkish Online J. Distance Educ. 15(1), 89–98 (2014) 33. Shoikova, E., Nikolov, R., Kovatcheva, E.: Smart digital education enhanced by AR and IoT data. In: Proceedings of the 12th International Technology, Education and Development Conference (INTED), pp. 5–7, Valencia, Spain (2018) 34. Veeramanickam, M.R.M., Mohanapriya, M.: IoT enabled futurus smart campus with effective e-learning: i-campus. GSTF J. Eng. Technol. (JET) 3(4), 8–87 (2016) 35. Alammary, A., Alhazmi, S., Almasri, M., Gillani, S.: Blockchain-based applications in education: a systematic review. Appl. Sci. 9(12), 2400 (2019) 36. Ashley Murphy.: What is the future of education in 2022 (2022). https://www.masterstudies. com/article/what-is-the-future-of-education-in-2022/ 37. Nesenbergs, K., Abolins, V., Ormanis, J., Mednis, A.: Use of augmented and virtual reality in remote higher education: a systematic umbrella review. Educ. Sci. 11(1), 8 (2020) 38. Azizan, S.N., Hoong, A.L.S., Crosling, G., Atherton, G.: Asia Pacific J. Educ. Educ. (2021) 39. Dolgopolovas, V., Dagiene, V.: On the future of computational thinking education: moving beyond the digital agenda, a discourse analysis perspective. Sustainability 13(24), 13848 (2021) 40. Globe Newswire.: Global digital education content market report 2022 market to reach 108 Billion by 2026 gamification of learning the most lucrative way to monetize e-learning (2022). https://www.globenewswire.com/news-release/2022/03/23/2408346/28124/en/Global-Dig ital-Education-Content-Market-Report-2022-Market-to-Reach-108-Billion-by-2026-Gamifi cation-of-Learning-the-Most-Lucrative-Way-to-Monetize-e-Learning.html

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Chapter 6

Pedagogical Considerations in the New Normal: From Tradition to Technology Sasmita Kar and Sukirti Kar

Context and Issues Early childhood is a critical period for learning how to deal with powerful emotions and to build skills that support positive interactions with others. While the learning of a child begins at birth, the early years of development are very much crucial for the development of human brain. Starting from the acquisition of sensory knowledge, the child gradually acquires language and numerical skills associated with higher cognitive functioning. COVID-19 world health crisis not only suspended normal childhood activities such as attending school, interacting with extended family and friends, playing outdoors, and exploring nature but also disrupted the consequent socio-emotional benefits that mount up from children’s engagement in these experiences. Early childhood care and education is relatively a neglected issue in India. While the Constitution of India had envisaged universal elementary education for all children in the age group of 6–14 since its inception, it is only with the enforcement of Right to Education Act, 2009 that the State is held responsible for providing early childhood care and education for children up to the age of 6 years. The National Education Policy, 2020 has come with a revised school structure with 5 years of Foundational Stage as the beginning of formal education. This stage is again divided into 3 years of early childhood education and 2 years of primary school. In other words, early childhood education is now supposed to extend from 3 to 8 years of age. Children belonging to the above age group primarily depend on adults to meet their most basic needs. COVID-19 has severely affected the education system of children and severely affected the health and well-being of adults. When the adults are short of the resources to cope with the immediate, and multiple adaptive demands of a S. Kar (B) · S. Kar School of Pedagogical Sciences, Rama Devi Women’s University, Bhubaneswar, India e-mail: [email protected] © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 A. Choudhury et al. (eds.), Digital Learning based Education, Advanced Technologies and Societal Change, https://doi.org/10.1007/978-981-19-8967-4_6

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pandemic and when the existent support systems fail to support them, it can lead to an unadulterated disaster for the very young. Thus, the closure of schools due to COVID19 has suspended normal childhood activities such as attending school, interacting with extended family and friends, playing outdoors, and exploring nature but also disrupted the socio-emotional benefits that mount up from children’s engagement in these experiences. At the same time, it binds the whole world in a single thread through technology than ever before and provides a rare opportunity to create a stronger, more equitable, and humanitarian society [3]. Education system needs to move beyond the conventional pattern of being confined to a classroom. Rather there needs to be a systematic integration of tradition and technology to develop a common education system at international level.

Socio-Psychological Isolation and Interactive Technology Implementation of disease repression measures such as closure of schools, social distancing, and home quarantine by the government has resulted in prolonged physical isolation of children from their friends, teachers, extended family, and community members. Quarantine in general has produced negative psychological effects including bewilderment, resentment, and post-traumatic suffering in adults [1]. Many parents complain about their children for not showing interest to play outside with their mates or not sharing about their personal matters much to parents and other family members [7]. They are worried about the detrimental effects of using too much digital technology on children’s cognitive, social, and emotional development. There is growing resistance toward digital technology in early childhood, both among parents and preschool stakeholders. They are apprehensive about children getting addicted to certain computer programs and games that do not carry any educational message to their children. The habit of reading books, interacting with peers and parents, and getting engaged in outdoor activities have also been decreasing day by day as children remain glued to their gadgets for hours. With the spread of COVID around the world, there is total transformation in children’s day-to-day lives. Due to virtual classes, children remain glued to i-pad, mobiles, or computers for long hours and gradually get addicted to such devices at the cost of their childhood activities. It also debars the child form many other essential and potentially elevating experiences. Sitting in front of the computer as a passive learner devastated the creative and imaginative power of the child. Although quarantine and isolation were initiated to protect the physical health of people from communicable virus, it is also indispensable to consider the mental health outcomes of these measures on those who experienced such restrictions. A study conducted on the mental health status of 398 parents of children who experienced disease containment revealed that 30% of the isolated or quarantined children and 25% of the quarantined or isolated parents met the criteria for post-traumatic stress disorder (PTSD) [8].

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There is a great disparity between students who have access to technology at home and those who do not have the same access. Even there is also difference in the kind of gadgets they get exposure to. Children belonging to rural areas or poor families mostly use mobiles or televisions on which they usually play games or watch programs which do not have any educational content. Added to this is the difference in the culture at school or home of the child. Whereas children in affluent families or big cities have exposure to learning through computers, smart boards, etc. These create socio-economic barriers among children. However, this psycho-social isolation on the New Normal has its positive side too. Now people are more connected than ever before. Social media and mobile devices serve as connecting links to bind people around the world. Hence, many researchers advocate the collaborative approach for children to overcome such isolation and stress disorder. They suggest that children can be grouped together to communicate with each other while studying. Even when solving a problem, they can work in groups to come up with different solutions leading children learn in a joyful manner. Ideally, adapting to the world health crisis would encourage more educators at all levels to shift from “traditional, teacher-centered, and lecture-based activities toward more student-centered activities including group activities, discussions, hands-on learning activities, and limited use of traditional lectures,” leading to “a more sustainable, inclusive, and equitable education after the pandemic is gone” [10]. Learning of children through simple rhymes or stories can be facilitated by relevant audio-visual aids, digital drawing, sounds, words, and movements. Similarly, learning through one way technology like watching educational programs in front of computer or smart board can be replaced with two-way interaction between children and teacher or adults to increase the effectiveness of technology learning. Teacher can correlate the information given by various software which can be correlated with day-to-day real-life activities or experience of children.

Cognitive Issues and Pedagogical Considerations Working for long hours with gadgets such as smart phones, computers, and handled tablets may cause serious eyestrain along with other negative effects on their health. Many children overuse these electronic devices without paying much attention to their body posture and complain pains in shoulder, back, or neck. The blue light on cell phones and computers disturbs body’s natural circadian rhythm and normal sleep as well. Taking breaks at regular intervals and correcting wrong postures while using technology may direct to an overall improvement in body postures and reduce strain on the body. All these health hazards directly impact the cognitive development of the child. The risk remains high due to engagement in inappropriate content or excessive amount of time spent with technology. A study by Mustafao˘glu et al. [4] has reported the probable adverse effects of different technologies on children. Issues such as low academic performance, lack of attention, delayed language development, poor sleep, aggressiveness, low creativity, passiveness, high anxiety, delay in social

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and emotional development, etc. are likely to be experienced by children who overuse technology. The unmonitored overuse of technology by children and teenagers may have undesirable psychological effects on their mind. This may cause exposure of children to violent, sexual, or other unusual contents leading to the development of socially unacceptable behavior in children. Nowadays, this is one of the major concerns for parents that children are adopting the idea of hostility, violent behavior, and harmful rivalry while playing games on mobile phones, tabs, i-pad, or computers. There is an urgent necessity to supervise the type of contents which the child is using while ensuring healthy and safe use of technology by providing alternate contents of universal love, peace, tolerance, empathy, and so on. ICT can be used as a tool to teach specific skills and concepts to preschoolers through careful planning of ICT programs as per the need and interest of children, imposing thought-provoking questions, setting examples from real life, etc. Children should be encouraged to use computers in ways that instill a desire for knowledge and a zeal for positive social engagement. Parents and adults should actively participate in children’s digital world of play, learning, and development. Software, specifically designed to show results of activities done or exact time spent on computers automatically, can be utilized as instant feedback tools to give a sense of completion to the child and check him/her to use computers or other devices judiciously. Besides, the availability of huge amount of materials just at the clicking of button restricts the creative thinking of a child. Various software programs are mostly designed in a way that children do not need to exercise their brain to draw an image or solve a problem. This prohibits them from being innovative and creative in their works. Instead of spending time in reading, imagining, or involving in activities that necessitate focused attention, children are exposed to technology at high rates, may become accustomed to frequent visual stimulation, rapid change, and little need for imagination [9]. The Indian Early Childhood Education Impact study demonstrates that 90% of a child’s brain development occurs by the age of five. NEP 2020 also states that over 85% of a child’s cumulative brain development occurs prior to the age of 6. In other words, children’s environmental factors as well as the inputs and support they receive in their early years of life will have an enormous impact in shaping their future behavior. Therefore, persons caring for children are required to receive certain professional development programs to enhance their abilities to support young children’s learning. Therefore, early childhood teachers, says Danovitch [2], need additional training for technology and incorporate technology successfully into the classroom and there need to be support from other early childhood educators and administration. He again believed the exposure of technology could impact the cognitive development of children in relation to memory, concentration, seeking information, and thinking. Developmentally appropriate use of technology should be identified to deduce the positive impacts of technology on cognitive development in early childhood education [5].

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For children with attention-deficit hyperactivity disorder (ADHD), technology has been used to strengthen cognitive development. Computer games are helpful to improve mathematical skills and reading speed of children. Powell et al. [6] pointed out that technology has the potential to guide children with ADHD to self-monitor their impulses and hyperactivity. At the same time, he suggested that along with computer games, more research needs to be done to find out other methods of engaging children through technology while making it interactive and meaningful. Similarly, teachers in the preschool classroom demands skill and competency to deal with various problems such as selecting the right software program, repairing the hardware problems, etc. The teacher should be well trained to manage such problems in the classroom.

Conclusion COVID-19 has made ICT integration an unavoidable intervention in preschool classrooms leading to detrimental effects on the physical, psychological, and intellectual development of children. However, the potential value of ICT as a tool for young children cannot be ignored. Therefore, it is suggested that learning with technology should enable children to feel the joy of their creative productivity and intellectual activity. It should enable them to develop their thoughts and feel the strength of their intelligence. The twenty-first-century learners are anxious to explore new things, willing to learn more and more new skills, wish to think reflectively, and analyze everything rationally. They can imagine, discover, and experiment with ICT tools in an innovative way. Therefore, pedagogical practices should always be accompanied by decisions relating to the planned and guided use of ICT. Teachers can explore children’s imaginative skills to maximize children’s learning opportunities with technology.

References 1. Brooks, S.K., Webster, R.K., Smith, L.E.: The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet 395, 912–920 (2020) 2. Danovitch, J.H.: Growing up with google: how children’s understanding and use of internetbased devices relates to cognitive development. Human Behav. Emerg. Technol. 1(2), 81–90 (2019) 3. Davidai, S., Day, M.V., Goya-Tocchetto, D., Hauser, O.P., Jachimowicz, J., Mirza, M., Tepper, S.J.: COVID-19 provides a rare opportunity to create a stronger, more equitable society (2020). https://doi.org/10.31234/osf.io/hz4c7 4. Mustafao˘glu, R., Zirek, E., Yasacı, Z., Özdinçler, A.R.: The negative effects of digital technology usage on children’s development and health. Addicta: Turkish J. Addict. 5(2), 13–21 (2018)

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5. NAEYC.: Technology and interactive media as tools in early childhood programs serving children from birth through age 8 (2012). https://www.naeyc.org/sites/default/files/globallyshared/downloads/PDFs/resources/position-statements/ps_technology.pdf 6. Powell, L., Parker, J., Harpin, V.: What is the level of evidence for the use of currently available technologies in facilitating the self-management of difficulties associated with adhd in children and young people? A systematic review. Eur. Child Adolesc. Psychiatry 27(11), 1391–1412 (2018) 7. Spinelli, M., Lionetti, F., Pastore, M., Fasolo, M.: Parents’ stress and Children’s psychological problems in families facing the COVID-19 outbreak in Italy. Front. Psychol. 11(1713) (2020). https://doi.org/10.3389/fpsyg.2020.01713 8. Sprang, G., Silman, M.: Posttraumatic stress disorder in parents and youth after health-related disasters. Disaster Med. Public Health Prep. 7, 105–110 (2013) 9. Taylor, J.: How technology is changing the way children think and focus. Psychol. Today (2012). https://www.psychologytoday.com/us/blog/the-power-prime/201212/how-tec hnology-is-changing-the-way-children-think-and-focus 10. Zhu, X., Liu, J.: Education in and after COVID-19: immediate responses and long-term visions. Post Digit. Sci. Educ. 2(3), 695–699 (2020). https://link.springer.com/content/pdf/ 10.1007/s42438-020-00126-3.pdf

Chapter 7

Socio-Economic Relations in Digital Education: A Comparative Study Between Bangladesh and Nepal Debasish Nandy and Debtanu Majee

Introduction Many scholars tend to wrongly perceive online education as digital education. However, digital education as a concept is much broader than online education. In other words, it can be said that online education is just a part of digital education. Digital education can be provided both in online and offline modes. It needs to be clear that the use of digital technologies in imparting education is termed Digital Education. The emergence of advanced technologies with the advent of globalization has changed the world in a dramatic way. In the 1990s when the World Wide Web was made public, the interaction between people became much easier. Besides, the computers also became available at affordable prices and the market flourished with user-friendly computers. All these factors contributed to the progress of digital education. In schools, colleges, and universities, digital classrooms were introduced to make education more interesting. On the other hand, online education was introduced with the outbreak of the COVID-19 pandemic. To arrest the spread of the novel coronavirus, lockdowns were imposed, and the school, colleges, and universities shifted to online classes instead of the traditional face-to-face classroom interaction. It is said that the world will face global infectious disease crises more frequently, and as a result, the demand for digital education will also increase. Indeed, the employment of technology and various digital tools in the teaching and learning process has made access to education easy for few while a large number of students are not sure about how to make the best use of it. But digital education has facilitated frequent and better interaction among academicians across the world. A large number of webinars are conducted D. Nandy (B) Department of Political Science, Kazi Nazrul University, Asansol, West Bengal, India e-mail: [email protected] D. Majee Department of Political Science, Bidhan Chandra College, Rishra, Hooghly, West Bengal, India © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 A. Choudhury et al. (eds.), Digital Learning based Education, Advanced Technologies and Societal Change, https://doi.org/10.1007/978-981-19-8967-4_7

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today which has helped the dissemination of education at a rapid pace. The students of the remote areas also got the opportunity to interact with the renowned and leading experts of the world through these webinars. However, there are also certain drawbacks of digital education which has made it unpopular. It is to be noted that the availability of a strong Internet connection is essential for accessing digital education. In this context, it is important to mention that according to UNICEF, there is no Internet connection in the homes of two-thirds of the school-aged children in the world [28]. As a result, they have been prevented from learning vital skills needed to safeguard their human security. In South Asia, especially in the rural areas, the absence of a strong Internet connection has made access to digital education difficult. In Bangladesh and Nepal, a large section of the population are not Internet users and this has deprived them of the fruits of digital education. Again, it is to be noted that access to digital education is determined largely by the socio-economic position of the individuals. In this context, the authors have attempted to understand the impact of socio-economic factors in pursuing digital education while focusing on two South Asian countries—Bangladesh and Nepal. It is observed that the absence of adequate infrastructure, teachers’ apathy to adopt digital education, lack of skill among teachers, connectivity problems, and language are acting as barriers to digital education in both Bangladesh and Nepal. Besides, poverty is also an obstacle to accessing digital education in South Asian countries. With 18.2 and 17.8% of the population in Bangladesh and Nepal, respectively, facing the challenges of multidimensional poverty [27], it has become difficult to promote digital education in these two countries. It is observed that in both countries digital education is not suitable for the economically vulnerable section of society. It is believed that educational inequality is going to increase in these two countries due to the introduction of digital education as the poor and the people belonging to the rural areas have limited access to digital education. It is to be noted that in the post-pandemic world life is digital and the government of Bangladesh and Nepal cannot ignore this reality. Therefore, it is essential for them to promote digital education to enhance human development and human security.

Research Objectives and Research Questions This chapter is based on three research objectives—(1) to identify the challenges of digital education in Bangladesh and Nepal; (2) to investigate the effectiveness of digital education in Bangladesh and Nepal during and post-COVID-19 period; and (3) to search the relations between socio-economic factors and the digital economy. Based on these research objectives this chapter raises three research questions—(1) What are the major challenges of introducing digital education in Bangladesh and Nepal? (2) Is digital education effective for Bangladesh and Nepal? (3) What is the correlation between the socio-economic factor and digital education?

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Research Methodology To write this book chapter, the authors have relied on both primary and secondary sources of data. Besides, they have used both quantitative and qualitative data to predict the outcomes. Various reports from governments, international organizations, books, journals, and newspapers have been used in this chapter. Furthermore, the content analysis and observation methods were followed to prepare this book chapter.

Contextualizing Digital Education Today, the term “digital education” is well known to all. Many of us use this term without having any clear concept. This term is often used interchangeably with technology-enhanced learning (TEL). Sometimes, it is used to refer to e-learning. It is also known as a learning management system (LMS). All of these terms have evolved through the different stages of the discipline. Digital education is a broader concept, like an umbrella. Under this umbrella, online classes can be taken by using digital devices and technology. Examinations can be conducted online. The answer scripts are being digitally evaluated by many institutions around the globe including Bangladesh and Nepal. Apart from the traditional classroom, digital and smart classrooms are being introduced in many institutions to connect a large number of learners. Sometimes, it combines online and face-to-face instruction [1]. In this century, globalization has brought a sea change in the information and technology sector. Today, digital technologies have been an integral part of daily life. The communication between students and teachers is being digitally happening through email, PPT, PDF, weblink, recording lectures, and pictorial and graphical materials. E-books are an integral part of the digital education system. Teachers used to provide e-books, e-journals, and e-report to their students and research scholars. The e-books and e-journals are very effective for the students in the process of the digital learning system. The reference books are high priced and limited in numbers in libraries. So, a limited number of students can access these books. Most libraries have been digitalized today. They purchase e-books, journals, and e-newspapers. So, students and researchers can easily access their required books and journals. Both Nepal and Bangladesh are trying to digitalize their all libraries. But due to a shortage of funds and indigenous technology often this process has been interrupted. The digital education system and digital library can be well functional if the Internet and communication system of a country is widely advanced and accessible to all. COVID19 pandemic has given us a lesson on the essence of digital education. Bangladesh and Nepal have been experiencing the digital education system in the new normal global order. Shakya et al. [20] argued that in the mid-1990s, the process of e-learning has become very significant in higher education since the commencement of the webbased course. The academicians globally trust that e-learning is essentially required

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for the progress of higher educational institutions. The students can enroll in various courses on campuses with the beginning of e-learning but that was not facilitated before for the students. The educational institutes are now searching for diverse ways of enabling non-traditional learning considering global communication advancement. The digital education system has been introduced in Western developed countries a couple of years back. In South Asia, the most advanced private and government institutions had introduced digital learning systems with their well-equipped infrastructure. Later on, several initiatives have been taken by the South Asian government-funded and non-government-funded institutions to popularize the digital learning process. This is very useful for those who are taking education through the distance-learning system. Many students and scholars are doing various courses from remote places, and even many students in Bangladesh and Nepal are pursuing higher education from foreign institutions. So, without up-gradation of digital technology and without having the experience to use digital devices, it is quite difficult to take advantage of the digital learning system. The governmental education policy and outlook toward digital technology are prerequisites for the successful implementation of the digital education system. To be adjusted to the global education and learning system, structural adjustment is needed. The concept of structural adjustment is the outcome of globalization. The digital learning process is a channel through which learners can be connected and informed about the latest development in their concern courses. The learning management system (LMS) is also known as the course management system (CMS). LMS is a web-based software that enables online education systems over the Internet [17]. With an LMS platform, e-learners can listen to lectures and can receive study materials from remote places. Digital education makes the learning process easier for learners and educators to be effectively engaged. There are some preconditions—firstly, accessibility is the prime requisite for the successful conduction of digital education. The basic objectives of digital education are to make more opportunities for a large number of students beyond territorial boundaries. By introducing digital learning infrastructure, any state can contribute to the knowledge economy. Many universities around the globe including several private universities in Bangladesh are providing digital education for foreign students and earning revenue. Even, the students of Bangladesh and Nepal are also pursuing some online courses from foreign universities. Domestically, before COVID-19, some universities in Bangladesh and Nepal had set up smart classrooms to provide special lectures through online video conferences. Like other states, the COVID-19 pandemic pushed both of these South Asian states to introduce a digital education system for all as a compulsion. Until ensuring the accessibility of uninterrupted Internet connectivity, affordable conditions for the learners, and availability of devices, digital education cannot be run successfully. Secondly, personalization is another aspect of digital education. Personalization of the study materials in digital version and being accustomed to the digital technology of the students are essentially required. Many teachers and students do not have any idea about the user manual of digital devices. To enable the teachers and learners with digital education, some basic lessons are to be provided by the concerned institutions.

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Thirdly, the flexibility of digital technologies can enhance affordances among teachers and learners. In most cases, the learning contents are provided in diverse formats or modes, or languages that puzzle the students. Fourthly, digital security is to be ensured. In many cases, both educators and learners cannot be engaged with digital education due to the risk factor. This is also the very fact that due to poor connectivity educators and learners cannot communicate with each other. Fifthly, the pedagogical aspect of digital education is highly appreciable. During the COVID-19 pandemic, the libraries of the entire globe were closed-down and book markets were also shut down. The required books and other study materials were given in an e-format. This process has been very useful in the teaching-learning process. But many students cannot purchase laptops, iPad, mobile phones, and other Internet devices. So, a large portion of students in Bangladesh and Nepal could not be benefited from the digital education system during COVID-19. In the pedagogical aspect, COVID-19 has brought an opportunity among the students, scholars, and educators also to listen to lectures given by eminent personalities on webinars. Physically, it could not be possible to gather and accumulate knowledge on various issues.

Digital Education in Bangladesh At the outset, it is important to mention that there are numerous challenges to digital education in Bangladesh. In a developing country like Bangladesh, the absence of adequate infrastructure has undermined the prospect of digital education in the country. It is evident from different studies that load shedding in rural areas of Bangladesh is a major barrier to the progress of digital education in the country. Even in the cities, the shortage of electricity supply has forced the students and teachers to depend on the traditional method of teaching and learning. It is to be noted that without sufficient electricity supply we cannot run a computer or make use of many other technological tools to impart education. Furthermore, it is observed that in Bangladesh, sufficient numbers of computers and projectors are not present in public educational institutions [12]. Therefore, this is also a problem with the advancement of digital education in the country. Besides, a section of teachers in Bangladesh has a negative attitude toward adopting technology for teaching, they prefer the old traditional method of teaching. It is observed that these teachers are not comfortable with digital education because they lack basic knowledge about managing the classroom by employing various digital tools and technology. It is argued that skilled and knowledgeable teachers are required for the successful implementation of technology. It is also believed that they can integrate ICT into their pedagogy in a meaningful way [16]. Digital illiteracy, especially in the rural areas of Bangladesh, is also a major challenge to the progress of digital education in the country. In a study, it is revealed that only 10% of the households in rural Bangladesh have the ability to check and send emails [19]. Furthermore, only 15% of the households have the ability to use

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video calling apps [19]. In the same study, it is also highlighted that 61% of the rural population have low digital skills and 16% of the rural population have no digital skills [19]. The authors of this chapter are of the opinion that the transformation of the traditional education system to digital education in Bangladesh is only possible if the digital literacy rate increases. It is believed that with a 94% of literacy rate [22], increasing digital literacy is not an onerous task for the government of Bangladesh. Another problem associated with digital education in Bangladesh is the language barrier. Bengali is the popular language in Bangladesh. But English is the dominant language on the Internet and software. It is to be noted that most of the schools in Bangladesh are Bengali medium and the students read books in Bengali. The teachers also deliver their lectures in Bengali. Therefore, it has become important to develop content in the native language for the successful implementation of digital education. The students of the private schools, colleges, and universities of Bangladesh have better access to digital education compared to the students in the public schools, colleges, and universities. It is to be noted that the digital divide in Bangladesh is to be acknowledged not only on the basis of the rural and urban areas because the economic position in society also determines the access to digital education. The students belonging to rich and upper middle-class families study in private schools in Bangladesh. They have computers, strong Internet connections, and smartphones to pursue digital education. Even they have separate rooms for their study where they can sit and continue their education digitally without getting disturbed. But the students belonging to poor families have to share their rooms with other family members and it becomes difficult for them to pursue digital education in an undisturbed manner. Furthermore, they are unable to buy the appropriate digital devices required for pursuing digital education. The infrastructural gap between private and public educational institutions in Bangladesh needs to be bridged to provide equal access to digital education. Access to the Internet is also important for the dissemination of digital education. Though the number of Internet users has increased in the country, it has failed to change the situation in terms of access to digital education. According to the Bangladesh Telecommunication Regulatory Commission, there are 103.253 million Internet users in the country and 165.337 million mobile users in March 2020. But the authors of this chapter did not find these data reliable and accurate. They consulted some other sources and found that according to World Bank, only 25% of the population of Bangladesh has access to the Internet in 2020 [22–24]. While according to we are Social, 31.5% of the total population in Bangladesh was using the Internet in January 2022 [11]. Due to variation in data regarding Internet users in a country, it is difficult to predict the exact number of non-Internet users. But it is clear from the above discussion that the Internet is not available to all citizens. This has acted as a barrier to the progress of digital education in the country.

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Online Education in Bangladesh As mentioned above, online education is also a part of digital education. After the outbreak of the COVID-19 pandemic, it has become popular. It was believed that the introduction of online classes would have facilitated the progress of digital education in the country. However, in reality, online classes made students disinterested in their studies. Maximum number of students were not present in the online classes due to varied reasons. In a study, it has been clearly highlighted that the absence of sufficient logistic arrangements like television, Internet connection, and cable network connection has limited students’ access to online classes [3]. In Bangladesh, 71.2% of the students are facing these problems [3]. Another 5% of the students have not found online education attractive, while 4.5% are not interested in education [3]. Even there are 20.5% of students who are not well informed about the alternative arrangements [3]. It is claimed that online education in Bangladesh is still at an early stage. The experiences of the teachers and students participating in online education are not entirely bad [4]. It is observed that a large section of students in Bangladesh was deprived of online education after the outbreak of the COVID-19 pandemic as they had no Internet connection. In a study conducted by Brac.net, it is evident that 55.9% of the students of primary and secondary levels did not participate in the online classes [3]. The students from the rural areas were more inactive in the online classes compared to the urban areas. Only 39.8% of students from rural areas participated in online classes whereas 55.8% of the students from urban areas attended online classes [3]. In a study, it has been revealed that 54% of the rural households in Bangladesh lack Internet access [15]. However, it is observed that with higher digital access, digital skills, and digital status, the prospect of digital education in the rural households in Chattogram, Dhaka, and Khulna divisions is better than those in Mymensingh, Rangpur, and Sylhet [15]. It is argued that this digital divide will act as a barrier to the progress of online education in the country. An expert has pointed out that access to the Internet is determined by social class, cultural background, gender identity, rural-urban context, ethnicity, and disability [5]. In this background, it is pertinent to mention that 74.7% of the students belonging to ethnic minorities did not participate in the online classes [3]. It is also to be noted that 54.5% of female students and 57.3% of male students were absent from online classes [3]. The online education system has been held responsible for making the students isolated from their friends, institutional campus, and social interaction. The girls were often forced to engage in household work, and as a result, they missed their online classes. It has to be argued that online education is not suitable for practical learning. In the context of Bangladesh, an expert has claimed that online education has failed to accommodate practical learnings in Bangladesh [4].

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Digital Education and Human Security in Bangladesh Digital education has made it easy to understand difficult topics in an easy manner. Besides, with the help of digital education, we can access updated information and communicate with experts. But for a maximum of the students in Bangladesh, access to digital education is not easy and they are deprived of their educational rights as mentioned earlier in this chapter. In this section, it is argued that lack of education, especially digital education, is going to engender a crisis of human security. Human security is a very broad term. Therefore, the authors of this chapter have considered a definition of human security advocated by Kofi Anan. He argued that “Human security in its broadest sense embraces far more than the absence of violent conflict. It encompasses human rights, good governance, access to education and health care, and ensuring that each individual has opportunities and choices to fulfill his or her own potential. Every step in this direction is also a step toward reducing poverty, achieving economic growth, and preventing conflict [13]”. From this definition, it is clear that access to education is important for protecting human security. But in Bangladesh after the outbreak of the COVID-19 pandemic and with the introduction of digital education, a maximum of students were unable to pursue their education. As a result, an educational crisis emerged in the country when the lockdowns were going on. However, Bangladesh has started to overcome the educational crisis, and at present the country is back to the offline mode of education. But the point to be noted here is that the post-pandemic world is truly a digital world and here we cannot ignore the importance of the digital world. Already it is expected that the world will encounter a global infectious disease crisis every 3 years [20]. In that case, the only alternative is to embrace digital education for delivering knowledge and information to the students. Therefore, it is high time for Bangladesh to address the various infrastructural challenges regarding digital education and prepare the students and teachers for digital education by enhancing their digital skills. It is argued that if they failed to do so, the students will be deprived of their educational rights. The absence of education will also endanger their human security. It is to be remembered that in this digital world, the demand for skilled workers is enhancing and the jobs are shrinking in the unskilled sector. Thus, it has become necessary for the students to acquire the digital skills in a digitalized world to secure their economic security. Today even the doctors are checking uncritical patients via video conferencing, businesses are conducted online, and even we are buying our necessary commodities and food items with the help of technology and digital devices. Sound knowledge about digital devices is considered a basic qualification even to get a normal job. Again, in order to run an online or offline business, it is necessary to acquire certain digital skills. Therefore, without digital skills, the students will be unable to get jobs or run a business. As a result, they will face a crisis of economic security which will ultimately jeopardize their food and health security. At the same time, it is to be noted that they will also be deprived of digital healthcare facilities which can further escalate their crisis of health security. In Bangladesh, lack of political, health,

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and environmental education is a major problem that has undermined the human security of the citizens. Here, digital platforms can be utilized for the spread of political, health, and environmental education to the people which will contribute to enhancing the political, health, and environmental security of the country. The inability to adopt digital education is going to impact human security in Bangladesh mainly in two ways. Firstly, it will limit the job opportunities for the students. It can push up the unemployment rate. As a result, the economic insecurity of the students will increase. Without jobs, they will face difficulty in buying food and availing of healthcare facilities. Secondly, an educational crisis will emerge in the country. It is a known fact that lack of education among the citizens reduces the level of human security. It is to be noted that human development is not possible in the absence of education. Furthermore, digital education is essential for delivering quality education. For a long time, there is a demand for improving the quality of education in Bangladesh, which can be ensured by emphasizing digital education. In this context, it is important to mention that without quality education safeguarding the necessary conditions of human security is impossible. For instance, a student studying under the Madrasa system in Bangladesh lacks quality education and is less secure in terms of economic security compared to a student of an English-medium school who receives a better quality education. Better quality education is considered an important ingredient for ensuring better human security. Thus, spread of digital education is imperative to promote human security in Bangladesh.

Digital Education in Nepal Nepal is a landlocked country with having downtrodden economic system and sociopolitical challenges. It has a long experience of dictatorship in a form of monarchy. The people of Nepal had to fight for a long time for their democratic rights. The population of Nepal is 26.5 million. The population of Nepal comprises 125 different religions, castes, and ethnicities. About 123 linguistic groups and 10 religions are present in Nepal. As per the data of UNDP [26], 19% of the population lives below the poverty line. Violence, lack of governability, unemployment, poverty, and literacy are common features of Nepal. The foreign-aid-dependent economy of Nepal is unable to improve its infrastructure. Most of the areas of Nepal still have not been electrified. The telecommunication and transport system are also backward. Due to acute poverty and uneven developmental process, the Maoist groups have been very active in rural areas. Socio-economic backwardness and ethnoreligious puzzle are barriers which remained as constraints in the modernization process of Nepal. Millions of Nepali youths are working abroad due to the unavailability of jobs in Nepal. To stop the democratic movements, Nepali Kings Birendra and Gyanendra used state forces against the mass movements [18]. Due to lack of governability, absence of accountability of the government, and widespread socio-economic challenges, corruption has been an integral part of Nepal. Ganga [21] argued that while a variety of social,

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psychological, political, and administrative circumstances are responsible for abetting corruption, the primary cause of the corruption lies with politicians. Nepal’s economy, which is economically backward, has been more vulnerable during the COVID-19 pandemic [7]. Nepal is a technologically backward country. The educational institutions have not been fully digitalized due to a lack of indigenous technology and a shortage of funds. Digital education could not be viable for Nepali students who reside in remote places. But due to socio-economic backwardness and poor telecommunication system, Nepali students, in general, cannot access the digital education system and e-learning process. During COVID-19, rural students and poor students could not use digital platforms at an optimal level. Despite having financial constraints, Nepal is following the pathway of development and modernization. Due to the political instability, the economy of Nepal has been remarkably affected. Economic development is a prerequisite to human development. Nepal faces vulnerabilities to accomplish sustainable growth. The economic disruption has been accelerated during the pandemic which creates obstacles to job creation, increases debt levels, and a wide infrastructure gap [25]. The debt of the government has raised to 41.4% of GDP due to amplified expenditure to control the pandemic [2]. Like other countries, Nepal also introduced digital education which got momentum during the COVID-19 pandemic. Being an economically vulnerable and socio-politically disrupted state, Nepal has been facing some challenges in introducing the digital learning process—firstly, most of the schools, colleges, and universities do not have any experience in conducting online classes. The educational institutions do not have any expertise to handle the ICT-based education system and even smooth conduction of online examinations. The infrastructure of digital education is absent in most institutions. Even the staff and teachers never have been trained to operate in the digital learning process. Secondly, a small number of schools and parents are capable of accessing the Internet and digital devices. Access to the Internet is very costly and not frequent also. So, poor and rural students cannot access the Internet or technology to continue their studies through the e-learning process. Thirdly, many parents are not literate and do not have any idea of the ICT-based education system. The national literacy rate of Nepal is 65.94% [8].

Online Education in Nepal Due to the COVID-19 pandemic, one-third of Nepali people have to suffer from acute poverty. As per data from [29], about 2.2 million children will not be able to continue their education without receiving additional support from the government or other donor agencies. In Nepal, the level of learning outcomes is low. The COVID-19 pandemic has made this situation more complicated. By implementing the “School Sector Development Plan” (SSDP), the government of Nepal has tried to increase learning outcomes.

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During the pandemic, due to the lack of face-to-face classroom teaching, the school students could not be able to be benefited from the learning process [29]. Many of the students could access the digital learning process during COVID-19. Most of the students of rural areas do not have smartphones, tab, laptops, or Internet connections. Many of them do not have any knowledge of how to access digital education or e-learning. The Internet connectivity in Nepal is very poor. Due to the economic hardship of the parents during COVID-19, many of the students could not afford the e-learning facilities. The governmental initiative for enabling e-learning radio, TV, and Internet services for the students is very effective. The economically vulnerable Nepali government could provide these facilities to all for the uninterrupted learning process of the students and the difficult conditions to learn using self-learning materials. Due to differences in socio-economic and educational backgrounds of parents, the accession to digital learning of the students is varied. The role of parents and community is inevitable to prepare the background of the digital learning process and eliminate the limitations of the digital learning process. The COVID-19 school and university closures have harmed students’ knowledge and skills development in Nepal. [14] argued that the face-to-face teaching-learning method is more effective and impactful. Digital learning has created inequality among Nepali students due to the inability to access education by all. The existing education system of Nepal has an uneven distributive outlook. The COVID-19 pandemic has proved the wide gap between the haves and have-nots. They have not been able to access e-learning education. A few numbers of schools and colleges in urban areas of Nepal have introduced online classes. In Nepal, 35% of schools can access the Internet, but only 13% of students can access online classes. Considering the challenges in accessing online classes the Human Right Commission of Nepal has recommended the Ministry of Education Nepal and private schools not to pressurize the students for online classes. Like other socio-economically backward countries, Nepal has witnessed the gap between the necessity of online classes and the capacity of the government. Ensuring equitable opportunities in the e-learning process is quite an impossible task for the Nepali government. COVID-19 has surfaced the socio-economic inequality not among the elderly people but also among students. Due to not having an elearning facility, the negative effects on students’ mental health have been observed on a large scale. This is a very positive thing that considering the challenges of the students in accessing e-learning during the COVID-19 pandemic, the local-self-government governments have introduced the e-learning process through radio and TV programs. These programs were very useful for those students who could not access online learning tools. Several municipalities have conducted awareness programs for online classes. However, despite the limitations of municipalities, they were able to find local solutions and mobilize resources to provide a rapid response to the crisis. Other remote teaching modalities using radio and the Internet have been developed and rolled out, but access was limited by poor Internet connectivity. In Kathmandu and other big towns, several numbers of students have accessed the learning materials

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including web-based tools. The most advanced institutions have provided e-books with audio and visual methods. After gaining experience from COVID-19, the Nepali government is going to introduce innovative technology for flourishing the digital education system. Two prime universities in Nepal (Tribhuvan University and Kathmandu University) are emphasizing the e-learning process after being experienced with COVID19. For undergraduate and postgraduate courses, these two universities are trying to promote the e-learning process. Some other universities in Nepal have established open distance education through an e-learning strategy. This trend is increasing rapidly. The use of ICT technologies has increased in Nepal. Nepali students are pursuing some online courses from abroad. Majority of the rural students in Nepal cannot afford their education in a city. So, the digital education system can be an effective solution for the rural students of Nepal. A few schools and colleges in Nepal have a good number of teachers. So, the e-learning process will not only reduce the expenditure but also will be helpful to stop the migration process of rural students to cities. In the e-learning process, the instruction of devices and study materials is in English. The linguistic barrier creates a problem for rural students of Nepal. Many of them cannot understand English. The medium of instruction in schools and colleges in Nepal is mostly in Nepali. Nepal has not been advanced in IT and ICT systems. Even, Internet service providers are unable to provide an uninterrupted high-speed network. By eliminating constraints, the Nepali government can enhance the process of the digital education system.

Digital Education and Human Security in Nepal There is a close connection between digital education and human security. Human security has been a very significant issue since the publication of the UNDP Report in 1994 [9]. Human security refers to all political, economic, and social issues that guarantee the life of an individual free from risk and fear [10]. COVID-19 has caused a serious interruption in economic, social, and cultural dynamics around the globe. The education system has also suffered enormous challenges. Due to the pandemic, millions of students of Nepal have been experiencing displacement, disconnect, and disentanglement from formal study. The pandemic has compelled the educational institution of Nepal to introduce the online teaching-learning process. Many interviews of admission have been conducted online. There was no better alternative to online classes. But, socio-economically backward students of Nepal could not be benefitted from the e-learning process. Initially, there was no idea about this process. Even, many teachers of colleges and universities were not accustomed to this system. The students of government primary schools have been more affected due to COVID19. The e-learning system poses a new challenge to human security. The students were divided into two parts—those who can access e-learning and those who are unable to access the e-learning process. It is pertinent to mention here that the lack of access to digital education in Nepal will also endanger the economic, food, and health

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security in the country. Already, socio-economic inequality has created inequality in access to education. In the coming days, the crisis of human security will escalate in Nepal due to the government’s inability to provide e-learning facilities to all students. In the context of Nepal also, it is to be noted that lack of access to digital education is not only an educational crisis. In the long term, this educational crisis will transform to a crisis of human security. As without learning the digital skills, the students will be deprived of job opportunities in the digitalized world and here it is to be noted that learning digital skills is an essential condition for getting jobs. Without jobs, they will also encounter challenges in securing their food and health security. Just like Bangladesh, in Nepal, lack of political, health, and environmental education is a major problem that has undermined the human security of the citizens. Here also, digital platforms can be utilized for the spread of political, health, and environmental education to the people which will contribute to enhancing the political, health, and environmental security of the country. Besides, the infrastructural limitations have created challenges in the implementation of the e-learning process. In the case of Nepal, a deficiency of strong pedagogic support for students has been noticed. The students who have low proficiencies in English and technological skills have to suffer a lot [6]. This can also limit the job opportunities for the Nepalese. Thus, promoting digital education and implanting digital skills are necessary for protecting human security in the country.

Policy Recommendations 1. The government of Bangladesh and Nepal must frame a comprehensive strategy for addressing the problems related to digital education in their respective countries. 2. The government of both countries must allocate more funds for infrastructural development and teachers’ training to promote digital education. 3. Appropriate digital devices must be provided to the students belonging to the economically disadvantaged section of the society at “low cost” or “no cost”. 4. The digital divide between rural and urban in both countries must be addressed.

Conclusion Based on the discussion, the authors argue that digital education has created a mixed impact on both Bangladesh and Nepal. Socio-economically and technologically backward countries like Bangladesh and Nepal could not provide the facility of digital education. The societal outlook and community perception are also inevitable for the successful introduction of digital education. There is no doubt about the effectiveness of digital education. E-learning can help to explore such an alternative system through which students can be educated from remote places and can

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appear for examinations sitting at home. The time slot can be arranged beyond actual class time also. The e-learning process can involve several clusters of students in an e-classroom. The COVID-19 pandemic has enabled teachers and students to use digital devices. So many webinars and lectures have been conducted in the colleges and universities during and post-COVID period that contributed a lot to pedagogical development. The digital education system proves a transnational educational idea. Many Bangladeshi private universities are offering various professional courses which are being pursued by foreign students. In Nepal, the number of public and private universities is less in comparison with Bangladesh. The financial capacity of Bangladesh is much better than Nepal. The open universities of Bangladesh and Nepal usually offer several distance-learning courses which were conducted manually in the pre-Corona period. Now, these universities are conducting online classes and examinations. Nobody knows when the globe will be fully free from the Corona pandemic. So, distance online platforms in the form of text, video lectures, PPTs, etc. have been very useful for digital learning in both Bangladesh and Nepal. Teachers can teach from a remote place, even from other countries. Both governments are stressing on “virtual classroom”. Without the development of the IT infrastructure, funds, and social awareness, the digital education system cannot be very effective in both countries.

References 1. Allan, S.: Digital Education: beyond the Myths Learning and Teaching Academy. Heriot Watt University, Edinburgh (2019) 2. Asia Regional Integration Centre.: Nepal (2022). https://aric.adb.org/nepal. Accessed 28 June 2022 3. BRAC.: A rapid assessment Impact of COVID-19 on Education in Bangladesh. Dhaka. Retrieved from http://www.brac.net/program/wp-content/uploads/2020/07/Rapid-assessmentimpact-of-COVID-19-education-in-Bangladesh.pdf 4. Das, T.K.: Online education during COVID-19: prospects and challenges in Bangladesh. Space Cult. 67–68 (2021) 5. Devkota, K.R.: Inequalities reinforced through online and distance education in the age of COVID-19: the case of higher education in Nepal. Int. Rev. Educ. 67(1–2), 145–165 (2021). https://doi.org/10.1007/s11159-021-09886-x 6. Devkota, S.P., Paudyal, L.: COVID-19 and its impact on culture: the experience of Nepal. In: Roy, S., Nandy, D. (eds.) Understanding Post-COVID-19 Social and Cultural Realities: global Context, p. 186. Springer Nature, Singapore (2022) 7. Dhakal, B.: Statistical trends in literacy rates in Nepal. IOSR J. Appl. Chem. 11(11), 71–77 (2018) 8. Jolly, R., Ray, D.: The human security framework and national human development report. UNDP (2006) 9. KC, M.K.: Human security-informed policing in Nepal: an impetus to building sense of security in the community. Soc. Inquiry: J. Soc. Sci. Res. 2(2), 253–278 (2020) 10. Kemp, S.: Digital 2022: Bangladesh (2022). https://datareportal.com/reports/digital-2022-ban gladesh 11. Khan, M., Hossain, S., Hasan, M., Clement, C.K.: Barriers to the introduction of ICT into education in developing countries: the example of Bangladesh. Int. J. Instr. 5(2), 61–80 (2012)

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12. Kofi Annan cited in the Commission on Human Security Report.: Human Security Now (2003). Commission on Human Security, New York 13. Lavy, V.: Do differences in schools’ instruction time explain international achievement gaps? Evidence from developed and developing countries. Econ. J. 125 (2015) 14. Md. Wasel Bin Shadat, M.S.: Digital Literacy of Rural Households in Bangladesh. BIGD, Dhaka (2020) 15. Mingaine cited in Shahrina Mou’s Possibilities and Challenges of ICT Integration in the Bangladesh Education System.: Possibilities and challenges of ICT integration in the Bangladesh education system. Educ. Technol. 56(2) (2016) 16. Najmul, I.A.: E-learning System Use and Its Outcomes: moderating Role of Perceived Compatibility. University of Turku, Finland (2015) 17. Nandy, D.: Peacebuilding process in some selected countries of South Asia: the role of state actors. In: Baikadi, R., et al. (eds.) The Palgrave Handbook of Global Social Problems, p. 10. Palgrave Macmillan, London (2022) 18. Jahan, N., Islam, S., Jahan, I., Matin, M.: Digital Literacy in Rural Bangladesh: survey 2019. BRAC Institute of Governance and Development, Dhaka (2020) 19. Richard Hatchett cited in UNDPs Report: New Threats to Human Security in the Anthropocene: demanding Greater Solidarity. UNDP, New York (2022) 20. Shakya, S., et al.: State education system with e-learning in Nepal: impact and challenges. J. Inst. Eng. 13(1), 10–19 (2017) 21. Thapa, G.: Reflections on Nepali Politics, p.156. Bhagawati Publisher, Kathmandu (2018) 22. The World Bank.: (2021). https://data.worldbank.org/indicator/SE.ADT.1524.LT.ZS?locati ons=BD. Accessed 26 June 2022 23. The World Bank. (2022a). https://data.worldbank.org/indicator/IT.NET.USER.ZS?locati ons=BD. Accessed 25 June 2022 24. The World Bank.: The World Bank in Nepal (2022b). https://www.worldbank.org/en/country/ nepal/overview. Accessed 28 June 2022 25. UNDP.: Rapid assessment of the socio-economic impact of COVID-19 in Nepal, 2020 (2020) 26. UNDP and OPHI.: Global Multidimensional Poverty Index (MPI): unmasking Disparities by Ethnicity, Caste and Gender. UNDP and OPHI, New York (2021) 27. UNICEF.: UNICEF (2020). https://data.unicef.org/resources/children-and-young-people-int ernet-access-at-home-during-covid19/. Accessed 20 June 2022 28. UNICEF.: Nepal case study situation analysis on the effects of and responses to COVID19 on the education sector in Asia. UNICEF Regional Office for South Asia (ROSA) Kathmandu (2021). https://www.unicef.org/rosa/media/16616/file/Nepal%20Case%20Study%20. pdf. Accessed 28 June 2022 29. We are Social.: Digital 2022: Bangladesh (2022). https://datareportal.com/reports/digital-2022bangladesh. Accessed 25 June 2022

Chapter 8

Importance of Internal and External Psychological Factors in Digital Learning Tanmay Bhowmik, Subhechha Majumdar, Amitava Choudhury, Avishek Banerjee, and Bishwajit Roy

Introduction Education has two shapes in general—formal and informal. Both of them is very much essential to develop sympathetic, considerate, and supportive cultures in human being as well as the betterment of establishments, along with the individual hunt of happiness. Endless learning and educational culture means a lot to the life of each person, organizations, and societies. The process of acquiring new skills, knowledge, understanding, and values is known as learning. This is something that people can do on their own, while it is usually made easier by education: the process of assisting someone or a group of people in learning. Learning can happen more effectively with the support of education. Education also allows us to collect and share all of the skills and knowledge we acquire on our own. Needing access to education rather than having to learn new skills and knowledge from scratch is part of what it means to live in a society rather than alone. Education and learning provide more than simply information and skills. They also communicate the beliefs, attitudes, and behaviors that we have chosen to convey. For example, education has aided us in developing and maintaining the shared view that when doing something extremely destructive, they are entitled to a fair judicial trial regardless of their crime. Learning and education, in simple terms, contribute to keep human existence and civilization as we know it together. They are the tools T. Bhowmik (B) · A. Choudhury Pandit Deendayal Energy University, Gandhinagar, Gujarat, India e-mail: [email protected] S. Majumdar Surendralal Das Teachers’ Training College, Howrah, West Bengal, India A. Banerjee Asansol Engineering College, Asanol, West Bengal, India B. Roy School of Computer Science, UPES Dehradun, Dehradun, Uttarakhand, India © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 A. Choudhury et al. (eds.), Digital Learning based Education, Advanced Technologies and Societal Change, https://doi.org/10.1007/978-981-19-8967-4_8

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we use to improve our communities for ourselves, the others around us, and future generations. During last few years, various interactive tools have been started to be utilized in different learning strategies. Technology involvement in teaching-learning procedure is found to be increased more during the pandemic due to the massive usage of online education system. In this context, digital learning always is in high relevance. However, several difficulties are also being faced by learners as well as instructors in terms of psychological and physical aspect. There are clear psychological necessities in the education based on digital learning. In this chapter, a view on the internal and external psychological factors on the digital learning has been represented.

Background Study In present days, massive open online course (MOOC) is gaining much more importance day by day. MOOC has created a revolution in digital learning and creating impact in higher education [1]. From the traditional mode of libraries, where knowledge was transferred in physical mode, it is a time when data and information are being passed in virtual mode. Libraries are also now trying to provide information in digital mode as much as possible [2]. Before that Petri Nokelainen conducted a study where he evaluated educational usefulness standards for the materials related to digital learning [3]. Pedagogical factors of developing or utilizing digital learning materials receive less attention than the technical aspects. There exist less number of methods which ensure the end-user satisfaction in reference to the pedagogical point. Less research was carried out to explore the psychological aspect of digital leaning rather than the technical point. In today’s world of technology-based learning, various software have taken place of the knowledge which was treated as prerequisite to start a specific topic. Psychologically it may create impact on learners as they are intending to use technologies more than studying any specific topic. When analyzing technical usability, the underlying assumption is that the system’s key functions should be simple to learn and use, and that the functions should be efficient and convenient. Another idea is that erroneous answers to faulty software operation should assist the user in learning how to operate the system correctly so that the error does not occur again. Various innovations that have been applied to improve technological aspect of teaching-learning, most of them are somehow related to the psychological side of education management [4]. Students will be more engaged in their study if they are exposed to interactive multimedia. To obtain a deeper knowledge of the topic material, they might be encouraged to think for themselves [5]. Learning systems can be built to cope with diverse learning styles and goals of students to increase learning efficiency. Learning systems can incorporate a variety of elements to compensate for the disparities in learning outcomes caused by different learning styles [6]. A number of existing systems try to connect certain learning methodologies to cognitive processes. Learning methods

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are integrated in some instructional activities to do this, and these instructional activities correlate to the cognitive processes of learners. Drill and practice, for example, is intended to establish a learning environment for declarative information. Tutorials are intended to give procedural information guidance and intervention. Moreover, when e-learning is dynamically tailored to both groups and individuals, the benefits of e-learning will be enhanced. In this situation, the identical courses will be delivered to different virtual groups with varied content modifications [7]. Although there has been a lot of study on learning techniques and cognitive styles individually, there have been few studies that look at both at the same time. Individual differences in learners could have a big impact on how they employ learning tactics. The impact of cognitive styles on the usage of learning strategies must be considered. In this study, a discussion has been shown on the aspect of several internal and external psychological factors on digital learning. In the present context of teachinglearning, it is very much associated to the academics. Cognitive processes are the actual parameters which can properly justify the impact of learning [8].

Cognitive Process Cognitive processes are defined as a set of chemical and electrical impulses in the brain that help us in understanding and learn about our surroundings. Neurons emit substances that cause electrical signals to be generated in adjacent neurons, resulting in a flurry of messages that are translated into conscious and unconscious thoughts. Cognition includes the conscious processing of our five human senses, procedural knowledge, and emotional reactions. There are several common types of cognitive processes. Attention, thought, memory, perception, learning, and learning are the important cognitive processes which hold important activities in the daily life. Various types of cognitive processes which are required for learning have been depicted in Fig. 8.1. Attention is one of the most important of them. The factors of attention have been described in the following sections.

Attention The cognitive and behavioral activity of selectively concentrating on a specified component of information, whether subjective or objective, while ignoring other perceptible information is perceived as attention. In learning process, attention is one of the most important feature to achieve the complete outcome of teaching-learning. However, ensuring complete attention in class irrespective of online or offline mode of learning is always challenging. In Cognitive Psychology, the idea of attention is investigated with the goal of describing how we interpret environmental information using our sensory receptors. The term “Attention” refers to a variety of perceptual

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Fig. 8.1 Different types of cognitive processes

processes that include the selection and incorporation of specific sensory inputs into our subjective awareness. Both the internal and external factors are responsible to control attention with respect to digital teaching-learning process. Although our cognitive abilities aid in the collection of relevant knowledge or senses from the surrounding for concentrating one’s consciousness around one event or thing in order to have a clear perception, psychological or behavioral factors aid in the search for relevant knowledge or sensations from the environment for focusing one’s state of awareness around another incident or thing for getting a clear interpretation. There are some important points about attention: • The capacity and length of attention are both restricted. Because of this constraint, multitasking rarely yields effective results due to a lack of attention capacity. • The act of paying attention entails paying attention to only a few distinct variables whereas screening out a less important or irrelevant ones. • Attention is an essential element of our cognitive structure that develops from the moment we are born. A baby, for example, swiftly reacts to stimuli in the environment by rotating her head in that way. There are multiple factors which controls attention among people. In a broader sense, they are divided into internal and external factors.

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Internal Factors The internal factors of attention with respect to digital teaching-learning can be divided into interest of learners, affordability of learners, digital literacy, and attitude toward digital world and its usefulness. The sections are depicted in Fig. 8.2. Interest of learners: Irrespective of the method of teaching, “learning interest” always remains as one of the most important factors of the effective teaching-learning. Various studies have been conducted to study the interest level at the time of learning. Mota, et al. conducted their study for analyzing the automated posture to detect the learners’ interest level [9]. Work was also carried out by Mcphail et al. where the experimental data revealed that students’ true interests were consistently described across time. In the design of sixth-grade educational contexts, students’ interests were identified to be valuable instruments for shaping curriculum decisions [10]. Interest of learners is such a component which can increase the involvement in the digital mode of class. In the trend of digital learning, it is really important to maintain the same level of interest throughout the duration. Primarily it is the responsibility of educators to arrange the required infrastructures to keep the learning interest intact in the learners. Several factors can be utilized. Starting from the mode of delivery of learning resources to the different patterns of learning materials can create positive impact on learners’ mind. Utilization of updated technology may also do well. Various components which are related to interest of learners in modern days are represented in Fig. 8.3. In reference to digital learning trend, the factors which can improve the interest in learners’ mind have been depicted here. Gamification of learning refers to game-based learning method. Incorporation of updated learning methodologies along with small web-based games can increase the interest among learners as well as it will help to decrease the monotonous classroom Fig. 8.2 Internal factors of attention

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Fig. 8.3 Components to improve learners’ interest

environment. This process gained more popularity during lockdown period when most of the learning were offered in online mode. In reference of classroom situation, it has been observed utilization of electronic device along with the traditional “chalk and talk” method boosts up the classroom environment. Apart from delivering lectures, the instructors also present different video tutorials, graphic presentations to make the learning session livelier. Modern learning strategy incorporates the technologies which are being used in gamification or along with the devices which are being used in classroom. Apart from this, online LMS is also playing an important role in modern days’ teaching-learning. Utilization of AR/VR in different segments of learning processes has given good results in recent past. Augmented reality and virtual reality increased the learners’ attention as well as interest toward the topic in a large scale. This technology is gaining popularity in a very fast way such that the utilization of this technology is found in different sectors like game development, movie, animations, etc. in a large scale. As in modern days, AI tools are heavily used in different sections, education sector is none other than this. Incorporation of AI tools makes it easier to implement the technologies based on which the other modifications are being applied. AI is very much helpful to create the contemporary learning platforms. Last but not the least, self-paced learning is one of the important factors to maintain learners’ interest. Education is delivered by the educators. It is not completely fruitful until the learners can grab it properly. That is why it should be always taken care about the learners. Self-paced learning allows the learner to grab the subject according to their choice. Once the learner can grab that completely, definitely their interest to learn the next topic will increase. Affordability of learners: E-learning eliminates the need for learners to go to the same location, saving both money and time on transportation. Additionally,

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Saves Time (Learners can grab more in Digital mode than conventional mode within similar duration) Flexibility (Flexible mode of delivery makes digital more affordable) Energy efficient (Reduction of papers and organizational energy consumption)

Easy Affordable (Quick and easy access of the internet throughout most of the area of our country makes it better) Fig. 8.4 Affordability of learners

no specific tools or instructional resources are required for each segment of their curriculum. Learners simply need to check into the interface or portal at any moment, eliminating the need to purchase textbooks or other lecture notes. They can also read when it is convenient for them; many individuals prefer to learn on holidays or in the evenings. Students can bypass geographically restricted courses and receive self-paced education thanks to interactive and collaborative information supplied by experienced educators. The increased demand for high-quality education and competence learning has given online learning the authorization. Even in rural places, digital education is breaking down numerous barriers by assuring the accessibility of affordable and accessible learning. The factors related to the affordability has been shown in Fig. 8.4. Digital Literacy: The COVID-19 outbreak has expedited the level where the technology has become ingrained in our daily lives. Places of work are fast migrating to digitally equipped corporate services, education, and healthcare consultations are moving online, and contactless electronic wallets are becoming more popular. These are just very few examples of activities which are rapidly creating a pervasive presence. Attitude toward Digital World and its usefulness: The attitude of the learners toward the digital device always plays an important role. The simple deployment of IT tools doesn’t at all guarantee digital fairness; rather, great motivation is required to take advantage of technology. Psychological considerations can also prevent people from incorporating IT into their daily lives. Due to cultural differences, a sizable chunk of the population prefers to remain on the wrong side of the digital division. Anxiety over technology and technophobia may contribute to a reluctance to embrace new technical advancements among the elderly and illiterate, as well as a big portion of the female population.

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Fig. 8.5 Digital literacy and attitude related to different interactions

The digital literacy and attitude toward digital world is very much related. They directly create impact on self-efficacy. Figure 8.5 shows how attitude and digital literacy relate with self-efficacy and create impact on other factors. A positive attitude and digital literacy is essential to increase self-efficacy. Improved self-efficacy will boost the peer engagement which is dependent on social and academic interaction. People who are more socially interactive are found to be engaged more in peer group. The same thing is true for academically interactive people also. Learning Management System (LMS) interaction and convener interaction is also dependent on self-efficacy. In reference to the attitude toward the digital world, Fig. 8.6 represents the attitude and related components. A positive attitude toward the learning will increase the cognitive ability. Self-esteem, knowledge falls in this category. The cognition, perception, or thoughts of an individual toward the attitude’s object are referred to as the cognitive component of attitude. The affective component refers to a person’s emotional response or feeling toward the subject of their attitude, such as whether they like it or not. The propensities of an individual to perform a specific behavior toward an issue make up the behavior aspect of an attitude. It is a person’s attitude that reflects their short- or long-term intentions. The affective component of attitude is concerned with how a person feels or feels about something as it affects their attitudes about that person or thing. You are more inclined to approach someone positively if you have a favorable opinion of them.

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Fig. 8.6 Attitude and related components

Fig. 8.7 External factors of attention

External Factors The external factors of attention come from the environment and facilitate or hinder focus on pertinent stimuli. Some of the external factors which are related to digital learning are shown in Fig. 8.7.

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Availability of resources can be termed as prime component of the external factors. Learning resources can be in the form of material resources like books, stationaries, maps, charts, etc. or they can be in the form of audiovisual and automated instructional materials which include projectors, recorder, television, etc. Academic achievement and instructional material have a very robust, positive, and important connection, according to Adeogun [11]. As a consequence, schools with greater resources outperformed those with less resources. Nowadays, it can be clearly observed when the private schools perform better than the public institutes in several board exams. Lauglo et al. also claimed that adequacy of learning resources directly affect the performance of students [12]. So unsatisfactory teaching and learning resources and tools could be the cause of weak performance. In Fig. 8.8, the types of learning resources are shown. Technology leads to the equipment and materials those are used in learning process. Facilities and requirements are related as the supply of materials should be always based on the learner’s requirements. Learning should be always self-paced to get the intended outcome. Educator’s roll is one of the most important as they will assist in proper coordination between the resources and proper distribution toward the learners. During the pandemic, as online studies were mostly utilized in different segments of teaching-learning processes, digital resources were mostly utilized to complete the learning process. Duration of digital learning is an important parameter with respect to the external factors of attention. During the pandemic, it was really challenging task for the students to sit in front of screen for a long duration and continue their study. Longer screen time was an obvious cause to decrease the learning interest among the students. Due to increasing screen usage, students may experience physical and mental fatigue and boredom. Physical tiredness, emotional mental exhaustion can all be manifestations of such alterations in psychological states [13]. While the daily activities that students engage in contribute to the condition known as student weariness. Academic stress is a behavioral disorder that affects people who have reached a point of mental and physical exhaustion due to increased workload demands associated with learning. This implies that the stress caused by pupils is a result of changing psychological Fig. 8.8 Learning resources

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factors. Student exhaustion, in accordance with Agustina et al., results from repetitive routines, including too many chores, a lack of self-control, intense pressure, absences, rules that are challenging to follow, contradictory, ignored, missed chances, and deadlines [14]. Academic burnout will have a significant impact on students’ ability to continue their studies. Nature of digital learning is related to the type of knowledge distribution as well as knowledge gain in teaching-learning process. Knowledge management refers to the capacity to identify the information types required, locate the data efficiently, carefully analyze the data and the sources it comes from, and assimilate chosen information into one’s skill set. Learning about the social, political, and economic challenges that underlie use of such information; acquire and use knowledge in a morally and constitutionally responsible manner [15]. Even while the necessity for library and information science predates the advent of the digital age, its significance has now significantly increased in a society where enormous amounts of unprocessed data are accessible online. In a society where yesterday’s solutions are becoming obsolete more quickly than ever, the capacity to recall repetitive answers is insufficient. Students need to be educated so they can shoot farther ahead of a moving target. The main objective of using positive reinforcement in teaching and learning is to provide pupils a reason to repeat specific behaviors. In other terms, by rewarding pupils when they overcome obstacles or exhibit particular behaviors, they are motivated to repeat those actions. It should be highlighted that positive reinforcement includes any stimuli that generate an enhancement in any specific behavior, not just those that may lead to the possibility of a desired behavior [16]. For example, in response to the callout of any student in a classroom environment, if the educator responds to the particular student who will encourage the student to pay more attention with much interest in upcoming classes. In digital learning, it is more important to interact with the learner more and more. Positive reinforcement is very crucial in classroom environment also as a student who receives positive reinforcement frequently has a stronger propensity to perform positive conduct. In Fig. 8.5, a few positive reinforcement examples are shown. They are broadly classified into following five segments (Fig. 8.9). Direct reinforcement implies a sort of reward that comes as a direct outcome of the desired behavior. According to Smith’s and Bradshaw [16] example [16], if a

Fig. 8.9 Positive reinforcement in digital learning

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youngster behaves appropriately around their peers during a group activity, they will probably receive more invitations to participate in similar activities in the future. Other people mediate social reinforcers (e.g., teachers, parents, other adults, peers). They involve a declaration of admiration and adulation for proper conduct. Rewarding good behavior by letting pupils participate in their chosen activities is known as an activity reinforcer. This works best if they are given the option to select a student with someone they can, for instance, play a game or use the computer. This offers social support from their relationship as well. Reinforcers that are tangible, such treats, games, balloons, stickers, and prizes. However, it’s important to utilize toys and edibles responsibly. For instance, if a student struggles with weight, their parents could object to the usage of treats as incentive. Giving out presents could also make other students envy. Instead, rewards like certificates, showing off student activities in class or sending home a letter to parents applauding their success, can also be used as reinforcement. When rewards like points or tokens are given for good behavior, this is known as token reinforcement. Although the prizes themselves are of little worth, they can be accumulated and exchanged for items that the learner finds useful. For instance, the teacher might issue a ticket to a pupil each time they exhibit a particular conduct. Tickets may be traded in for prizes at the conclusion of the week. Novelty is the act of discovering or coming across something that is not commonly encountered [17]. The terms “new” or “strange” are the most frequently used interchangeably with novelty in the daily lives of us. A complicated and individualized psychological concept is novelty. Novelty in any aspect may be in learning materials, teaching style, or in study environment, everything can be helpful to increase attention of the learners. The abovementioned internal and external factors are very crucial to various psychological necessities. Attention was one of them. In the internal factors, it was discussed about attitude toward digital world and its usefulness whereas in external factors there was positive reinforcement to hold attention in digital classroom. These two internal and external factors are actually responsible to create motivation of learning. Motivation of digital world is another important factor.

Motivation (Toward Digital Learning) Compared to typical classroom instruction, online learning calls for more selfcontrol, drive, and individuality from the learner. Online classrooms can also make use of decentralized mentoring and the ARCS model of motivation. The focus of students can be increased by creating a film that explains the course’s history, the goals, and some personal information about the instructor. Students will have a sense of belonging if there are possibilities for learner-to-learner engagement. The way knowledge is presented and learned, as well as the use of accessible technology, all have an impact on how attentive students are. Since many of the questions that students have are the same, providing opportunities for everyone to observe the

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professors’ explanations and responses can help maintain students’ interest. Motivation toward digital learning can be sub-divided into two categories, namely, extrinsic motivation and intrinsic motivation. When a person is motivated by personal fulfillment or happiness rather than by external variables like reward or punishment, this is known as intrinsic motivation. It is possible to increase the intrinsic motivation of work. As opposed to reading a book because you need to write a report on it in order to pass a class, reading a book because you enjoy it and interested in the subject or plot is an example of intrinsic motivation. To understand intrinsic motivation and how it functions, a variety of hypotheses have been put forth. According to some professionals, every action is motivated by an outside reward, such as money, status, or food. The reward for activities that are organically motivated is the action itself. Extrinsic motivation is the opposite of intrinsic motivation. It originates from inside; it is essentially the desire to accomplish a goal that is unrelated to the action in question. Extrinsic motivation encourages us to do tasks that we may not particularly enjoy or be interested in, but we persevere through them because we anticipate a reward at the end. When rewards like money or success are removed from the equation, extrinsic motivation really makes complete sense: we clean our desks because we collaborate on a clean desk, not because we enjoy cleaning. This mechanism may sound superficial and maybe not as noble as intrinsic motivation. Payroll, promotions, and leave a good impression are the instantaneous or delayed payoffs that encourage individuals to accomplish harder, perform better, and be more productive, so money and achievement aren’t completely unrealistic motivators either.

Conclusion The current study emphasizes on several factors which are required for digital learning. Out of various parameters of the cognitive process, attention has been discussed here primarily. The internal and external factors and their usability in digital learning along with advantage disadvantage have been presented. This study along with the abovementioned factors is majorly applicable to the digital learning. It was a detail representation about how the factors control the attention toward the digital learning. However, digital learning is broadly dependent on Internet connection and in some of the developing countries still it has not been reached to every corner of the whole country. In that case, it would be really challenging to identify the factors which can control the factors like attention, motivation, etc. Moreover, in this study, several internal and external factors have been discussed. But it can be really difficult to implement those in several organizations. Numerous studies are going on to find a generic framework to overcome the infrastructural difficulties.

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