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The main focus of this book is to indicate the supportive role of technology in learning practices and processes. Its intended audience is anyone interested in the nature of learning in the digital age. The book aims at building an understanding of digital learning by emphasizing the role of the learners, and it contributes to Open Educational Resources (OER). To explain the issues mentioned above, the book covers12 chapters whose topics are varied from games, blendedlearning, podcasting, proctoring, personal learningnetworks, digital divide, digital learning at work, digitalliteracy and skill, playful approaches, finance and aResources part.
Edited by Tutaleni I. ASINO
ORCID: 0000-0001-7026-1503
Department of Distance Education
Anadolu University
Eskisehir, TURKIYE
ORCID: 0000-0002-1883-2003
Department of Common Courses
Eskisehir Technical University
Eskisehir, TURKIYE
Publication Date August 28, 2020
Publication Formats e-Book (PDF), ePUB
Publisher Oklahoma State University Libraries
e main focus of this book is to indicate the supportive
role of technology in learning practices and processes. Its
intended audience is anyone interested in the nature of
learning in the digital age. e book aims at building an
understanding of digital learning by emphasizing the role
of the learners, and it contributes to Open Educational
Resources (OER).
To explain the issues mentioned above, the book covers
12 chapters whose topics are varied from games, blended
learning, podcasting, proctoring, personal learning
networks, digital divide, digital learning at work, digital
literacy and skill, playful approaches, nance and a
Resources part.
Chapter 1, “Board Games and Learning: Why Care in the Digital Age?’’ By Rebecca Bayeck, particularly
highlights the trendy rise of board games and the association between board games and digital learning.
Upon presenting a short description of the board games, some types of board games are mentioned and
the dierence between board games and video games are stated. e Western World board games and the
traditional African board games are compared to some extent. Furthermore, the studies which show that
board games promote critical and strategic thinking as well as decision making and collaborative skills are
presented. Concisely, the idea that board game play, which is integrated into technology, strengthens the
learning and practicing which has an important part in everyday life in the digital era is emphasized.
Turkish Online Journal of Distance Education-TOJDE April 2022 ISSN 1302-6488 Volume: 23 Number: 2
Book Review 1
Chapter 2, “Eective Instruction in Blended Learning Environments’’ by Corrine Mccabe and Raymong W.
Francis, specically focuses on blended learning. e authors dene what blended or hybrid learning is and
they explain the benets of blended learning, especially in K-12 teaching environments by putting forward
specic reasons and purposes. e Chapter introduces and 5 common models of blended learning: Rotation
Model, Flipped Classroom, Flex Model, A La Carte Model, Enriched Virtual Model. It provides explanations
of the critical factors that must be taken into consideration while designing a blended learning environment
such as establishment of a learning community and culture, learner engagement and motivation, content
and organization of the lessons, assessment tools for feedback and essential communication in learning
process. Personalized learning is also highlighted. Based on the blended learning and its benets, the authors
also address the chief principles of Universal Design for Learning (UDL).
Chapter 3, “Podcasting As a Mode of Motivation in Online and Blended Learning’’ by Sarah Lewis and
Raymond W. Francis, is about integration of podcasts and vodcasts into online learning. e chapter
displays theories of motivation and terms connected to online learning. e authors mention ways of using
podcasts as an accessible form of technology which can be used out of class and how to benet from them
pedagogically as supplementary materials. e chapter also mentions some experiences of using ITunes U
and podcasts in the lectures.
In Chapter 4, “Virtual Proctoring and Academic Integrity’’ by Tammi Kolski, it is stated that exam proctoring
is common in digital learning environments as well as in classrooms. e author observes that as the usage
of online learning means increases, the question how to provide exam proctoring during the digital processes
in accordance with academic integrity principles. Based on this observation, the author denes the virtual
proctoring and a virtual proctoring tool like LMS features and explains human proctoring and virtual
proctoring. Moreover, the author mentions her own experiences with cheating violations and emphasizes the
requirement of an academic integrity in the university culture to make the students gain academic honesty.
Chapter 5, “Personal Learning Networks: Dening and Building a PLN’’ by Cathy L. Green, includes
the denition of Personal Learning Networks (PLN) and explanations about their types and features. e
chapter focuses on the benets of PLN as a part of lifelong learning process. Also, the author exemplies
PLN tools and guides how to set up them.
Chapter 6, “Digital Learners in the Workplace’’ by Tammy Wise, in this chapter, the author expresses that
digital learning of the employees is time and money-saving for the companies when it is compared to
traditional training practices. It is also mentioned that MOOCs are very convenient as well as a variety of
digital platforms for various types of learners according to their needs and age ranges. e overall advantages
of digital learning and the problems faced during digital learning process and how to handle these problems
are explained by the author.
In Chapter 7, “Digital Literacies and the Skills of the Digital Age’’ by Cathy L. Green, the concept of digital
literacy is scrutinized with respect to its origin, its relationship with language literacy; and the place and
importance of the digital literacy are covered in detail. e author also reveals the available frameworks for
digital literacies by providing some activities and resources.
Chapter 8, “Playful Approaches to Learning’’ by Kathhy Essmiller, In this chapter, play is dened and
compared to work. It is generally based on the idea that facilitating play in digital classroom can strengthen
the learning in terms of creative skills. Also what skills integrating attitudes of play into digital learning
environments develop are explained.
Chapter 9, “e Digital Divide’’ by Wilmon Brown, the chapter 9 thoroughly explains what digital divide
is and the factors inuencing the expansion of digital divide. e author mentions the history of digital
divide throughout the US and then presents several researches carried out and their results and some projects
conducted to reduce the extent of digital divide.
Chapter 10, “Ignored Conversations: Higher education funding in the digital age’’ by Josephine Shikongon,
the chapter deals with the issue of access to learning in digital are. Specically, the author emphasizes the
nancial problems and their serious inuence in learning rates in Namibia higher education. In the chapter,
Namibian history and political atmosphere and stemming point of fees must fall movement are mentioned
as well. It also presents the arguments revealed as a result of some studies conducted, and implications for
future research.
Chapter 11, “Literacy in the Digital Age: From Traditional to Digital to Mobile Digital Literacies’’ by
Tutaleni I. Asino, Kushal Jha and Oluwakayo Adewumi, the chapter embraces the concept of digital
literacy. Specically, the authors explain the literacy and digital literacy terms thoroughly in an expanded
denition, and the features of digital literacies from past to now.
Chapter 12, “e Digital Divide and the lack Financial Literacy among First Generation’’ by Jose “Jay”
Fulgencio, in this chapter, the author specically focuses on nancial literacy skills. To support the ideas, the
researches comparing the cases of nancially-literate and nancially non-literate groups are mentioned. e
author also proposes practical solutions for the issue.
Resources, in this part, some extra readings on learning in the digital age, and video links are shared.
is book is designed to serve as a textbook for classrooms exploring the nature of learning in the digital
age. erefore, it was created to contribute to Open Educational Resources. When discussing learning in
the digital age, most focus on technology rst. However, the emphasis in this book is that the subject is
not just about technology, but about the learner. It can be said that the most important factor that needs
attention and direction in learning in the digital age is the learner. Technology is important and has a
signicant impact, but it should still be remembered that eective learning is about the person using the
technology. Many people associate learning in the digital age with technology in today’s age. is important
misconception is common and stems from our lack of knowledge of what “learning” really is. Some argue
that learning is about a change in behavior due to experience, while others argue that learning is simply
being able to do something new that you could not do before. Recently, it is said that learning is the ability
to access and classify information. Whichever side you choose, it is necessary to understand what learning is
in order to understand what learning is in the digital age. In addition, it is thought that technology should
be seen as a tool, not an end, in learning in the digital age.
Emin OZEN s a PhD canddate Open and Dstance Educaton at Insttute
of Socal Scences, Anadolu Unversty. Hs academc nterest areas are dgtal
transformaton, educaton computng network, dgtal data, technology, open and
dstance learnng, e-learnng, teachng and learnng, technology educaton, qualty
of learner support n ODL. He has 7 journal artcles publshed; 6 nternatonal
conference papers submtted to nternatonal meetngs. Snce 2008, the Republc
of Turkey Mnstry of Educaton s workng n alaton. He s currently workng
as a mathematcs teacher and school admnstrator. 
Department of Distance Education
Address: Anadolu University, 26470, Eskisehir, TURKIYE
Phone: +90 5066892582
Deniz TURKMEN is a PhD student in the Department of Open and Distance
Education at Graduate School of Social Sciences, Anadolu University. Since
2007, she has been teaching English. She currently works as an English Instructor
at Department of Common Courses at Eskisehir Technical University. Her
academic interests are digital literacy, e-learning, open and distance learning. She
has 4 journal articles published.
Department of Common Courses
Address: Eskisehir Technical University, 26555, Eskisehir, TURKIYE
Phone: +90 5067634098
Asino, T.I. (2020). Learning in Digital Age. Oklahoma State University Libraries. August 28, 2020
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