Page 197 - International Perspectives on Effective Teaching and Learning in Digital Education

University Faculty Digital Literacy and Technology Integration

Table 1 Number of Courses in Moodle, Classified by level of Use, for the Subjects in which
Students Were Enrolled in the First Two and a Half Years of their Studies
Level of Use 1st Year nd Year 5th Semester
Lowest level of use  4 
Lower level of use 5 5 4
Medium and higher level of use 6 1 1
these courses, as only two included quizzes to test knowledge. Additionally,
not all of them had content created in Moodle. We did not divide these cours-
es into two categories, as courses in Moodle with a higher level of use are
more the exception than the norm.
As can be seen from the table, most courses in Moodle that offered a higher
level of use in the first year, also because they had a subject in the field of ed-
ucational technology in the first year, and one of the more advanced Moodle
users was a lecturer in two subjects in this year. In the second year and in the
5th semester, the courses in which Moodle is intended primarily for the trans-
mission of materials and the collection of student assessments predominate.
We also investigated whether it is possible to observe greater progress in
the editing and use of the Moodle course by the same instructor in a higher
year. As a rule, we did not observe any major differences (progress) and can
claim that within the observed time interval, instructors use the LMS Moodle
in approximately the same way in all analysed courses, although individual
instructors also use some tools that they did not use in the course in the (pre-)
previous year, but the same applies vice versa. Therefore, the students cor-
rectly assessed in their responses that there is no significant progress in the
digital literacy of their teachers during their studies.

Conclusion
The findings of the case study presented in this chapter indicate that while
the University of Primorska’s ‘Lastovke’ conferences have highlighted the
innovative use of digital technologies by several faculty members, such as
the use of different tools for the support of teaching and learning as well as
the creation of learning content using AI, 3D modeling, and interactive tools.
However, these teachers represent a small portion of the faculty. Many uni-
versity teachers are still cautious about fully integrating modern technologies
into their teaching practices. What departmental discussions at the Universi-
ty of Primorska revealed is that the faculty acknowledges a relatively low level
of digital empowerment. They identified several areas for improvement, in-
cluding online safety, intellectual property protection, and of course the use
of digital tools to support teaching, communication, and research processes.

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