Department of Sociology and Social Work, "Alexandru Ioan Cuza" University of Iasi, Iasi, Romania.
PLoS One. 2024 Nov 5;19(11):e0306079. doi: 10.1371/journal.pone.0306079. eCollection 2024.
There is convincing evidence that the learning environments digitalization of tools and equipment ultimately results in the speed and depth learning involvement of academia members, by raising attainment of each of the digital learning experiences. The majority of the research that was conducted on the topic of enhancing the digital skills of learners, which would ultimately lead to an increase in their active engagement, was conducted on students in primary and secondary education, leaving members of higher education outside of the scope of the study. Given the uninterrupted search for academic performance and innovation, the current research considers the technological changes that lead to the transformation of the traditional academic learning environments as previously known. The current paper considers the changes in the learners' engagement in the context of the dually digital transformation of the higher academic multi-institutional digitally-learning enhancements. An important factor to be considered regards the leadership evolution (in terms of teaching) that over time, led to a different speed contextual shift, according to its effectiveness, leading to higher or lower students learning (dis)engagement. The current manuscript aims to examine how the higher education digitalization levels could affect the student's learning engagement, under the close monitoring of the academia leadership styles practice. Data collection and analysis implied at first a qualitative approach by issuing an online-distributed survey that resulted in a number of 2272 valid responses. After performing structural equation modelling and proving a valid assessment tool, the analysis resulted into statistically proving the validity of two main hypotheses according to which students learning engagement has a positive effect on the practice of academic leadership. Additionally, results emphasized the fact that higher education digitalization has altogether a negative effect of students learning engagement. Consequently, the current study stresses on the importance of different peers' categories in the context of higher education institutions performance, with an emphasis on the different levels of students' engagement and the leadership styles evolution and practice, aspects uniformly developing within a continuously digitally transformation of the higher education environment.
有确凿的证据表明，学习环境的数字化工具和设备最终会提高学术界成员的学习速度和深度参与度，从而提高他们的每一次数字学习体验的成果。大多数关于增强学习者数字技能的研究都是在中小学学生中进行的，而将高等教育的成员排除在研究范围之外。鉴于对学术表现和创新的持续追求，当前的研究考虑了导致传统学术学习环境发生变革的技术变革。本文认为，在高等教育多机构数字化学习增强的双重数字化转型背景下，学习者的参与情况发生了变化。需要考虑的一个重要因素是领导力的演变（在教学方面），随着时间的推移，根据其有效性，导致了不同的速度背景转变，从而导致学生的学习（不）参与度更高或更低。本手稿旨在研究高等教育数字化水平如何在学术领导风格实践的密切监控下影响学生的学习参与度。数据收集和分析首先采用了一种定性方法，通过在线分发调查，共收到 2272 份有效回复。在进行结构方程建模并证明评估工具有效后，分析结果从统计学上证明了两个主要假设的有效性，即学生的学习参与度对学术领导力实践有积极影响。此外，结果还强调了高等教育数字化对学生学习参与度具有总体负面影响的事实。因此，本研究强调了不同群体在高等教育机构表现背景下的重要性，重点关注学生参与度的不同水平以及领导力的演变和实践，这些方面在高等教育环境的持续数字化转型中统一发展。
