Using Instructional Screencast to Teach Digital Immigrants: A Paradigm Shift in the 21st Century Learning Process

Abstract

This paper intended to study the attitudes of postgraduate diploma in education (PGDE) students towards the use of instructional screencast for learning. The study adopted a descriptive survey design. Population of the study include the 13 postgraduate diploma in education students admitted as at 2018/2019 academic session, and all were selected as sample for the study. Objectives of the study were to: categorize the postgraduate diploma in education students offering CSI 702 in the 2019/2020 academic session into digital native and digital immigrants based on their dates of birth; and determine the attitudes of the postgraduate diploma in education students offering CSI 702 in the 2019/2020 academic session towards the use of screencast for instructional process. The instrument pegged “students’ attitudes to using screencast for learning” (SAUSL) was used to obtain necessary information from the respondents. It was validated, pilot study conducted, and reliability index of 0.98 was obtained using Cronbatch Alpha. Results from the study revealed that 92% of the respondents were digital immigrants, and they had positive attitudes towards the use of screencast for learning. The study concluded that even though the digital immigrants (respondents) had shown a positive attitude towards the use of the screencast, the paradigm shift in the education sector “new normal” necessitated the use of technology to facilitate the instructional processes. Therefore, digital immigrants are left with no option than to embrace the use of technology for learning. It was recommended by the study that lecturers, especially in the higher institutions of learning, should adopt the use of screencast in their instructional process. This would help flip the classroom, and economically manage lecture time.