The Effectiveness of Digital Transformation of Learning on Students' Learning Experience, Students' Engagement and Perceived Intellectual Competence: A Mixed-Method Approach

Abstract

AbstractThis paper investigated the effectiveness of the digital transformation of learning on perceived intellectual competence, student’s engagement and learning experience. To achieve the study findings, a mixed research method was conducted, and 387 students in their first year of high school involved, besides eight teachers from different schools. Within quantitative study, the students took part in a questionnaire using the Online Learning Self-Efficacy Scale (OLSES), the study also used the Learning Object Evaluation Scale for Teachers (LOES-T) and 5-point Likert scale to examine the teachers’ views on students’ engagement with web-based learning tools. On the other hand, the qualitative study involved an interview through the Interwise web conferencing tool. The primary argument presented is that the online learning environment has significantly contributed to students’ learning experience as they can access vast information and knowledge concepts. The study concludes that digital learning sites increase students’ curiosity to learn, enhances their online engagement, and the interactive nature of the online learning environment encourages collaborative learning, hence a perception of high academic self-efficiency and intellectual competence. Teachers also concluded that the digital learning environment improves students' engagement as they regularly interact with web-based learning tools and are motivated to share their knowledge.