Teaching in a Digital Age
Abstract
The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.
... As cognitivists saw technology as a tool for creating instructional materials and learning environments that allow learners to construct their own cognitive representations, the theory has contributed significantly to the development of constructivist learning environments integrating new digital technologies (Gillani 2003). Some examples of cognitivist TEL included the development of intelligent tutoring systems used for adaptive learning and artificial intelligence (Bates 2019;Harasim 2012). However, while cognitivists held high hopes that instructional technologies will eventually teach most of the curriculum, including less-well-defined skills such as essay writing, there was still limited progress toward this ambitious goal after three decades of work (Dede 2008). ...
... Foroughi (2015) presented a range of studies that adopted connectivism for TEL, with technologies like eLearning software or virtual reality for distance learning or massive open online courses (MOOCs). While the benefits of connectivist TEL have been acknowledged as a student-centered approach that foster learner autonomy, diversity, and openness, there are still challenges such as student reluctance, lack of structure and instructor guidance, which cast doubt on whether the potential educational benefits of TEL and connectivism will be realized (Bates 2019;Foroughi 2015). It has also previously been suggested that not all learners are part of a network (Glassner and Back 2020); hence, the adoption of connectivism in teaching and learning remains arguably contestable at times; therefore, further research into its application at a virtual university where people interact in a digital learning environment is essential. ...
... While research shows the key success factors with using digital technologies such as Echo360 ALP (Duffy et al. 2017), these key success factors include the academics themselves and how they use and engage students with the tools, Fig. 2 Partial example of a Griffith University Learning and Teaching Faculty Spark (Korf and Campbell 2020) support of professional staff with both technical and pedagogical assistance and vendor support to continue to improve the technology. This highlights the crucial role of instructors in TEL as insisted by various researchers (Hung 2001;Miller et al. 2019;Ng 2015) and aligns well with the argument by Hammad et al. (2020) that learning theories only explain how different learners learn without telling them how to learn, resulting in learners reluctance and struggle due to the lack of learner support (Bates 2019;Foroughi 2015). This example allows aligns well with the virtual university as key success factors will allow academics to succeed. ...
... The operant conditioning concept was developed by Skinner (1968), which explains that the external factors in the form of reinforcement through reward and punishment may lead to changes in voluntary behaviour (Bates, 2015). Examples of the positive reinforcement are a compliment, token system, credit system, grades and award. ...
... Most scholars embrace the connectivism learning theory for developing online learning platforms (Bates, 2015). ...
... ADDIE stands 44 for analysis, design, development, implementation and evaluation. This model is widely used by training and education developers such as the United Kingdoms (UK) Open University (Bates, 2015). The concept map ( Figure 12) shows an overview of the CDD process by using the ADDIE model. ...
Although automation helps seafarers to perform various tasks and it reduces the seafarers’ workload significantly, training and understanding of working principles are equally important in order to ensure a high degree of safety environment in the workplace. Complicated propulsion systems lead to main engine failures and resulting in accidents. The right training approach is very crucial to ensure the effectiveness of the learning process, and it should come with the right method of evaluation, to ensure that the intended learning outcomes have been met by the trainees. It is proven that having training in ERS is useful as it provides a realistic training platform and extensive practical training to develop excellent operators in a highly automated environment. Furthermore, the ERS has a high potential to facilitate the acquisition of digital skills and other seafaring-related skills in preparing the seafarers to embrace digitalisation and technological advancement.
However, there is a lack of pedagogical understanding and approach necessary for an ERS trainers due to inadequate research on ERS compared to bridge-navigation simulators.
This multiple case study approach explores the in-depth reality and contemporary issues from multiple perspectives, namely, MET experts, seafarers, simulator manufacturers and maritime administrators. The findings from this study are analysed and discussed. Recommendations on key considerations to improve ERS usage as a learning tool are formulated in this study.
... As cognitivists saw technology as a tool for creating instructional materials and learning environments that allow learners to construct their own cognitive representations, the theory has contributed significantly to the development of constructivist learning environments integrating new digital technologies (Gillani 2003). Some examples of cognitivist TEL included the development of intelligent tutoring systems used for adaptive learning and artificial intelligence (Bates 2019;Harasim 2012). However, while cognitivists held high hopes that instructional technologies will eventually teach most of the curriculum, including less-well-defined skills such as essay writing, there was still limited progress toward this ambitious goal after three decades of work (Dede 2008). ...
... Foroughi (2015) presented a range of studies that adopted connectivism for TEL, with technologies like eLearning software or virtual reality for distance learning or massive open online courses (MOOCs). While the benefits of connectivist TEL have been acknowledged as a student-centered approach that foster learner autonomy, diversity, and openness, there are still challenges such as student reluctance, lack of structure and instructor guidance, which cast doubt on whether the potential educational benefits of TEL and connectivism will be realized (Bates 2019;Foroughi 2015). It has also previously been suggested that not all learners are part of a network (Glassner and Back 2020); hence, the adoption of connectivism in teaching and learning remains arguably contestable at times; therefore, further research into its application at a virtual university where people interact in a digital learning environment is essential. ...
... While research shows the key success factors with using digital technologies such as Echo360 ALP (Duffy et al. 2017), these key success factors include the academics themselves and how they use and engage students with the tools, Fig. 2 Partial example of a Griffith University Learning and Teaching Faculty Spark (Korf and Campbell 2020) support of professional staff with both technical and pedagogical assistance and vendor support to continue to improve the technology. This highlights the crucial role of instructors in TEL as insisted by various researchers (Hung 2001;Miller et al. 2019;Ng 2015) and aligns well with the argument by Hammad et al. (2020) that learning theories only explain how different learners learn without telling them how to learn, resulting in learners reluctance and struggle due to the lack of learner support (Bates 2019;Foroughi 2015). This example allows aligns well with the virtual university as key success factors will allow academics to succeed. ...
... These measures are crucial to harmonize technological advancements with institutional objectives. Such strategies encompass curricular reform and administrative reorganization, aiming to align pedagogical paradigms with technological progress (BATES, 2015;SELWYN, 2016). Nonetheless, the implementation of comprehensive strategies that holistically address digitalization for pedagogical and learning purposes remains a work in progress for many higher education institutions (BATES, 2015;SELWYN, 2016). ...
... Such strategies encompass curricular reform and administrative reorganization, aiming to align pedagogical paradigms with technological progress (BATES, 2015;SELWYN, 2016). Nonetheless, the implementation of comprehensive strategies that holistically address digitalization for pedagogical and learning purposes remains a work in progress for many higher education institutions (BATES, 2015;SELWYN, 2016). While certain institutions have devised policies governing online course offerings, a conspicuous void exists in the formulation of policies that govern essential components like student support, curriculum development, and assessment (SIEMENS, 2015). ...
For an extended period, the higher education community has been diligently endeavoring to implement technologically advanced and more efficacious methodologies. The aim is to enhance effectiveness and cultivate a generation of graduates equipped to navigate the evolving labor market dynamics and adapt to the influences of globalization. The outbreak of the Covid-19 pandemic significantly catalyzed the adoption of digital education, often referred to as "E-Learning," as a predominant mode of instruction across a majority of countries. This shift was necessitated by the imperative to adhere to social distancing measures and prevent the potential collapse of the educational infrastructure. In the wake of this transformative paradigm, educational institutions were compelled to engineer inventive management approaches to effectively traverse this altered landscape, marking the dawn of a new era. This era is characterized by a profound dependence on advanced technology and unfettered information accessibility as pivotal factors for sustaining and optimizing performance.This paper aims to explain the basic ideas behind managing higher education while exploring the existing research that supports these ideas. By breaking down the various aspects and tools involved, the goal is to shed light on the complex nature of managing higher education. This exploration eventually leads to an examination of how the digitalization of education impacts different functional areas of education management. Through this in-depth analysis, a clear connection emerges between the need for digitalization and the necessity to update management systems. This connection is crucial for not only achieving but also sustaining effective operation in this new era that combines technology and education.
... Researchers need to analyze and dig deeper into the current EFL education, study the 4IR challenges, and consider AI interventions. The teachers and learners should be ready and equipped with the required skills and knowledge to cope with the rapid changes (Bates, 2014;Perkins, 2023). The education system is the first stop in this transformation journey. ...
... Since language education maintains its goals to prepare future learners, the 21st Century learners, technology, digital means, and resources should be adopted and embraced purposefully and wisely to lead to a successful learning process for all. Teachers and learners should be prepared to face the challenges of the digital age (Bates, 2014) to navigate through the complexities of the era facing paradigm shift and the 4IR. They should be aware of the future learning requirements. ...
... Researchers need to analyze and dig deeper into the current EFL education, study the 4IR challenges, and consider AI interventions. The teachers and learners should be ready and equipped with the required skills and knowledge to cope with the rapid changes (Bates, 2014;Perkins, 2023). The education system is the first stop in this transformation journey. ...
... Since language education maintains its goals to prepare future learners, the 21st Century learners, technology, digital means, and resources should be adopted and embraced purposefully and wisely to lead to a successful learning process for all. Teachers and learners should be prepared to face the challenges of the digital age (Bates, 2014) to navigate through the complexities of the era facing paradigm shift and the 4IR. They should be aware of the future learning requirements. ...
The Fourth Industrial Revolution, with the emergence of educational technologies and digital innovations, makes it essential for the Higher Education sector to review the teaching-learning practices to reshape the futuristic plans for 21st Century learners. English language education has been focused in regions, where the language-learning environment and procedures are transforming with the bend of new technological intrusions and AI intervention. Therefore; the present study aims to investigate the future of EFL Teaching and Learning given the 4IR in the MENA Region. The study is significant as it probes the teaching-learning strategies and examines the readiness of teachers, learners, and the learning environment. The study’s main question is, ‘To what extent is the learning environment concerning English language teaching and learning at universities in the MENA Region ready to cope with the 4IR demands?’ A survey, with 39 items under four sub-divisions, and a fully-structured interview were used. A total of 70 EL teachers participated from universities in the MENA and its neighboring regions. Linear Regression and Thematic analysis of the data show quantitative and qualitative results, respectively. Findings reveal an evident level of readiness in teachers. Results show that Teachers’ awareness seems to impact their tendency toward integrating educational technologies. The findings suggest careful curriculum revision because the resources are often reported as outdated. Since the role of EFL in the MENA is to prepare learners for 4IR socio-economic systems and their diversified challenges, the study recommends a thorough review to upgrade the teaching-learning resources, materials, and procedures.
... This includes an examination of the teaching and learning environment, as well as learner characteristics, to gain a better understanding of their needs, experiences, and motivation, as well as to inform the media selection process. Thus, understanding students' media usage behaviour aids in determining the most effective media to use in a given instructional situation (Bates, 2015;Morrison et al., 2011). ...
The study examined the media usage patterns of 598 university students in Ghana to understand their demands for digital teaching and learning, as well as their patterns of media use for learning, with the goal of informing the media selection process. Overall, the study found that the universities fell short of meeting students' expressed need for digital learning formats. The gap represents both a challenge and an opportunity for the expansion of digital teaching and learning formats in Ghanaian universities. Furthermore, the media usage patterns reveal significant leisure-seeking and recreational uses of media by students, emphasizing the pervasiveness and embeddedness of smartphones in academic contexts. The emphasis on entertainment usage and the prevalent use of media for hedonistic purposes may suggest a deficit in digital skills regarding the use of media for learning. The study found no significant differences in user profiles between traditional and non-traditional students. The implications for instructional design activities and strategies for a mobile-saturated context are discussed.
... As an alternative to the traditional classroom, collaborative learning has been extensively discussed and promoted in several studies (Laal et al., 2012). In OCL, learners construct knowledge through online collaborative work in which they explore, invent, and apply ways to solve problems through active discourse, usually through an online asynchronous discussion forum (Bates, 2022;Harasim, 2017). ...
Asynchronous online discussion activity has become a popular form of online collaborative learning (OCL) and has been widely adopted in higher education. In the discussion, learners are expected to effectively co-construct knowledge together through engaging in problem solving discourse. Such an ability to construct and confirm understanding while working together to solve a problem is defined as cognitive presence, which plays a central role in the success of OCL. However, despite various facilitation strategies suggested in prior studies, it is challenging to ensure that learners show sufficient cognitive presence. Providing a preparatory activity that increases engagement with learning materials before participating in the discussion is another strategy that could foster cognitive presence. This study aims to investigate the effectiveness of providing two kinds of knowledge reconstruction activities, namely kit-build concept mapping (KBCM) and summary writing, as a discussion preparatory activity. The results show that using KBCM for reconstructing basic knowledge related to discussion topic has a potential to be better for fostering cognitive presence compared to summary writing. The KBCM activity provides opportunities to engage more with basic knowledge related to the discussion topic, to confirm understanding, and to familiarize themselves with common terms or keywords used in the discussion through reconstructing a teacher-created map. Some directions for future studies are discussed.
... Artificial intelligence can focus on boosting learners' comprehension and understanding to provide teachers with free time on the development of higher order cognitive skills necessary in a digital age. The above mentioned technologies are not separate and should be integrated (Bates, 2022). ...
The paper considers American active learning (AL) practices that can be used in a virtual language learning classroom in Ukrainian higher education institutions to encourage students’ engagement, collaboration and evaluate their performance. The authors study the concept of AL, its main techniques and peculiarities of application; outline technologies and tools that have the potential to influence active language learning (ALL) in a virtual classroom; define the techniques that can be used to promote ALL in a virtual classroom (polls and surveys, discussions and forums, case studies, interactive lectures, simulations and games, collaborative projects, personalized learning). Particular attention is paid to online AL strategies applied by Columbia University and Cornell University (USA). Here belong Online Polling, Think-Pair-Share, a Minute Paper, Small Group Discussion and Short Student Presentation strategies, each of them requiring appropriate online learning platforms, services and tools for its effective implementation. They include Zoom videoconferencing platform with its breakout rooms, polling, screen sharing, whiteboard and nonverbal feedback features, Poll Everywhere, CourseWorks Quiz, Canvas Quiz features, collaborative online tools such as LionMail (Google) Docs, Sheets, Slides, etc. Another important issue considered in the paper is assessment and evaluation of students’ progress in AL. Assessment techniques used in Cornell University comprise Grading Rubrics, plagiarism detection, self-assessment, peer assessment, surveys and classroom polling. In this context, Canvas Rubrics, Canvas Assignments, FeedbackFruits, Gradescope, Qualtrics, Turnitin can be used as effective assessment tools. The authors conclude that the main advantages of ALL are its flexibility, collaborative learning opportunities, customization options, access to online resources while its challenges involve lack of face-to-face interaction, technical difficulties, high pricing plans for some online services and tools, variety of distractions such as social media, email, or other online activities, and limited learning environment.
... For dialogues to be effectively facilitated and for students to be able to build knowledge, teachers must be helpful. Online collaborative learning's goal is to improve two-way communication between teachers and students in order to deepen knowledge construction, not to replace the teacher (Bates, 2015). Online learning is similar to distance learning, where instruction takes place remotely and use of technology has made it possible. ...
This study intends to investigate how ICT is used for online economics classes and how students view online learning. This study has used a mixed-methods research approach to accomplish the objective. The quantitative findings from the student survey and the qualitative data gained from the evaluation of key informant interviews have provided a level of understanding. Total 28 students of Master Level Economics Education admitted in Mahendra Ratna Campus, Tahachal were taken for the study to investigate the issues. TU altered its academic calendar and closed physical sessions beginning on March 24, 2020, following the finding of the first case of COVID-19 in Nepal on January 23, 2020, in an effort to limit the impact on students' learning and time. The university then made the decision to switch to an online teaching mode. The objective of this action research is to analyze the role of ICT for online classes, to measure students’ positive and negative reactions regarding online classes, and the problems underlying in online classes. The major findings of the study include infrastructure need to be enhanced for the expansion of ICT Services and use of ICT in education. The majority of students said that their online learning experience was normal and online classes were of good quality. Infrastructure connectivity is deemed to be adequate. Online learning platform is new among teachers and students and met educational needs and maintained regularity. Smart Phones were major device for remote learning.
... Digital literacy is another critical component in 21st-century classrooms ( Figure 3). Therefore, the teacher should maximise the utilisation of technology in classroom management (Bates, 2015). This approach might be costly and impractical when the learning institution operates on a very tight budget. ...
This study explores the benefits of good knowledge of learning theories for educators to understand the learning process and ensure effective and efficient learning. Specifically, it focuses on the constructivist learning theory, which emphasises that knowledge cannot be transferred but should be built by learners. Using extensive literature reviews, the study formulates applications of Constructivism in maritime Engine-Room simulator learning activity, allowing learners to be more engaged and actively involved in the learning process. Overall, the study emphasises the importance of constructivist learning theory and its various applications in the 21st-century classroom to ensure effective and efficient learning.
... ADDIE is an acronym for analysis, design, development, and implementation. This paradigm is frequently utilised by training and education developers such as the Open University of the United Kingdom (UK) (Bates, 2015). Figure 1 is a concept map showing an overview of the CDD process using the ADDIE paradigm. ...
This research investigates the underutilisation of Engine-Room Simulator (ERS) as an assessment tool for marine engineers in Malaysia. The study focuses on a Malaysian Maritime Education and Training Institute (METI) offering a Diploma in Marine Engineering and aims to explore educators' perspectives on the usage of ERS, how ERS is incorporated into METI programmes, challenges to its implementation, and sustainability plans. The research methodology involves semi- structured interviews with relevant key persons from a METI. The study intends to offer more insights into ERS implementation's current practices and sustainability plans in METIs, benefiting maritime educators and increasing seafarers' proficiency and competency.
... The ID of the subject evaluated in the present study first considered the model of Dick et al. (Dick et al., 2014), an ID methodology that conceives of the formative process as iterative, based on the ADDIE concept, acronym for Analyze, Design, Develop, Implement, and Evaluate. This approach has been successfully applied to medical curricula and represents a useful strategy to develop IDs (Jabaay et al., 2020), allowing us to solve difficulties in the acquisition of skills and knowledge through the development of learning solutions under a structured process (Branch, 2009;Bates, 2019). ...
Instructional design for a radiation protection undergraduate course un Chile. Comparison un pandemic and previoud pandemic
... To select the appropriate VMs, we developed a checklist based on the criteria from the SECTIONS model (i.e., Students, Ease of use, Costs, Teaching functions, Interaction, Organizational issues, Networking, and Security and privacy), a framework for selecting media and technology for use in classrooms (Bates, 2015). In this study, the VM selection checklist included Accessibility, Cost, Teaching functions, Interaction, and Security and privacy (See Table S2). ...
This study investigates the effects of a synchronous online intervention that explicitly taught equivalent fractions using virtual manipulatives to fifth-grade students with learning disabilities. Employing a multiple probe across participants single-case design, this study provided 15 fraction lessons via video conferencing programs to three fifth-grade students with learning disabilities. During these online interventions, participants received one-on-one explicit instruction, practiced key concepts using virtual manipulatives, and solved fraction problems using interactive boards. Researcher-developed probes measured the participants’ percentages of correct answers across baseline, intervention, and maintenance phases via an online assessment tool. In overall, students’ performance improved as the intervention was introduced; however, the extent and maintenance of improvement varied according to the students’ participation and perspectives regarding online instruction.
... Instead, the theories are presented in a potentially understandable way for the reader. Others, like Bates (2019), have stated their own perspective on learning theories and have found other ways to classify theories related to learning. ...
Theories play an important role in helping teachers in the classroom. In addition, insights into theoretical frameworks for online learning are useful for helping educators to shape the scope and purpose of their instruction. This chapter discusses various psychological schools of thought that have influenced online learning theories. Behaviorism, cognitivism, constructivism, and humanism are the schools of thought covered. Under each school of thought, various online learning theories inspired by that school are explored and defined. Understanding how these various theories can be used could help teachers to develop strategies for helping their diverse student body.
... To address this research question, the data related toRQ 1, 2, 3 and 4 are used together. Some of the theories on distance education(Tony, 2008), Guidelines of designing teaching and learning(Bates, 2015), Online learning for beginners(Tony, 2016) are considered for theoretical stance. Tony (2016) has defined online learning as teaching methods that successfully help learners develop the knowledge and skills they will require in a digital age. ...
My teaching carrier at Tribhuvan University (TU) Nepal, as a faculty, started
twelve years ago, mostly lecturing and writing on a blackboard using chalk while
teaching my students. After a few years, the classroom environment changed. Blackboards
were replaced by whiteboards, and chalk by board markers, and the innovation of
information and communication technology in education appeared in prominence.
With interest, enthusiasm, and growing competence in me, I started to use a laptop,
projector, touch-board, e-pen, and other different digital tools as teaching/learning
objects. I also use Mathematics specific digital tools like GeoGebra, Mathematica,
MATLAB, and Maple, and pedagogical tools like Moodle (modular object-oriented
dynamic learning environment) to provide Virtual Learning Environment (VLE) for
students’ learning.
So, this Dissertation entitled “Virtual Learning Environment for Engaged and
Interactive Learning of Higher Mathematics” is focused on introducing ICT-enhanced
pedagogy in higher Mathematics education named M-VLE. This study, therefore,
was carried out using design-based experimental research to analyze the effectiveness of
M-VLE in Nepalese context. Action research was carried out to formulate M-VLE
as a digital pedagogy using Moodle learning management system for the experimental
intervention.
... An initial observation from the early days of the COVID-19 pandemic teaching internationally was that all teaching and learning activities outside the campus were likely to be labelled as 'online teaching and learning' (Hodges & Fowler, 2020) and/or 'digital teaching' (Kundu & Bej, 2021). The term "online teaching" can have different meanings and may include considerable variations across modes, paces, student-instruction-ratio, pedagogy, and feedback and assessment practices (Bates, 2019;Means et al., 2010;Means et al., 2014). Nevertheless, proponents of conventional campus-based teaching offerings have often labelled online learning in singular and considered it to provide poorer teaching and learning quality than campus-based offerings (Hodges & Fowler, 2020). ...
The Norwegian government has played an active role in promoting digital transformation of higher education institutions (HEI), through national strategies, steering and funding as well as various types of support and coordination. Yet, delays have been observed between national ambitions and the take-up of digital technology in teaching and learning practices. The COVID-19 pandemic introduced a shock and a potential trigger for this transformation. In this chapter, we study the nature of the digital transformation of teaching and learning during the first phase of COVID-19 pandemic (spring 2020). The analysis is based on data from a large-scale survey among students and academic staff in Norwegian HEIs. Findings suggest a steep learning curve among faculty staff, guided by trial and error and a strong element of peer learning. We also observe multiple approaches towards online teaching, in line with the so-called emergency remote online teaching concept. As for the future “post-COVID” development, both students and staff seem to prefer campus-based teaching, yet they are positive towards adding more elements of digital resources to teaching. The implications of the findings are further discussed in relation to the ongoing policy debates on the future direction of digital higher education in Norway.
... An initial observation from the early days of the COVID-19 pandemic teaching internationally was that all teaching and learning activities outside the campus were likely to be labelled as 'online teaching and learning' (Hodges & Fowler, 2020) and/or 'digital teaching' (Kundu & Bej, 2021). The term "online teaching" can have different meanings and may include considerable variations across modes, paces, student-instruction-ratio, pedagogy, and feedback and assessment practices (Bates, 2019;Means et al., 2010;Means et al., 2014). Nevertheless, proponents of conventional campus-based teaching offerings have often labelled online learning in singular and considered it to provide poorer teaching and learning quality than campus-based offerings (Hodges & Fowler, 2020). ...
In many respects, one could argue that COVID-19 has opened up an opportunity to test the resilient nature of higher education (HE) systems and higher education institutions (HEIs) around the world, at a time when the sector experiences profound structural changes resulting from major societal transformations such as urbanization, digitalization, de-globalization, political polarization, and democratic decline; growing social and economic inequality; demographic decline (outside sub-Saha
ran Africa); and, chief amongst all the “grand challenges,” climate change and the quest for a more sustainable, equitable, and inclusive world econ
omy and society.
The main aim of this edited volume is, first, to map out the types of responses by HEIs around the globe to the challenges and strategic oppor
tunities brought by the COVID-19 pandemic and, second, to unpack the effects such responses are likely to have in the institutional fabric or foun
dations of HE systems and HEIs across the world.
... The same applies to other design models. Lastly students and teachers get better with practice [128]. ...
Nowadays, with the use of technology and the Internet, education is undergoing significant changes, contemplating new ways of teaching and learning. One of the widely methods of teaching used to promote knowledge consists in the use of virtual environments available in various formats, taking as example the teaching-learning systems, which are available online. The Internet access and the use of mobile device have created the technological conditions for teachers. Therefore, students can benefit from the diversity of online information, communication, collaboration and sharing with others. This research is specifically provided the learning and teaching materials by using ICT tools for the implementation and design of online learning content. It covers three main areas focused on: 1) Design and implement interactive multimedia courses content (e-content) by using e-Book; 2) Design and implement LMS, e-assessment and e-exams integrated into blended asynchronous learning; and 3) Create and implement interactive e-Classrooms. Integrated blended online course relying on both synchronous and asynchronous technologies allows educators to provide collaborative activities and learning resources to online students, as well as supporting F2F learning. A sample of 122 students from physic Department at the Arts Science Faculty in Sakarya University has been randomly selected. A questionnaire of 40 items was developed to collect data and analysis of the result has been performed by using SPSS program. The research used the application of descriptive research methodology, as well as experimental search approach when applying the system to detect the impact effectiveness and efficiency.
The study is initial finding on the using of e-Book is as follows: the majority of the students 57.4% use Smart phones to access internet, regarding the period of time using e-Book and it was found that 52.2% of the students spend one hour. The analysis of the data has shown that most items were on "Agree" and "Strongly agree".When using LMS platform the responses indicate that of the 59.0% of the students use Smart phones device for internet accessing, regarding the period of time using LMS platform. It was found that 57.4% of the students spend one hour. The analysis of the data has shown that most items were on "Agree" and "Strongly agree".When using the e-Classroom system, a sample of 18 responses indicate that 66.7% of the students use Smart phones device for internet accessing and the analysis has shown that most items were on "Agree" and "Normal".These results lead to the fact that the highest amount of students should be motivated to learn by an online learning tool, which provide easier access and downloading the video and audio lesson using cloud and HTML5 technologies
... Through the design of online subjects, facilitation of discourse, and direct instruction, educators can establish an online teaching presence [46]. A robust online teaching presence makes for a robust online learning experience and a sense of community for students [4]. According to Reyna, (2020). ...
... Didaktisch begründete Formate wie solche hinsichtlich der TPV werden, vor allem seit der stärker angestrebten Nutzung digitaler und vernetzungsorientierter Tools in Lehr-Lernarrangements, zunehmend als Designprozesse begriffen (Bates, 2019). In dieser Diskussion wird der Anspruch formuliert, das zumeist komplexe Erfahrungswissen von Expert:innen der Lehrpraxis zu sammeln und basierend auf Beispielen gelingender Praxis die entscheidenden Komponenten zu identifizieren, um beim Design neuer didaktischer Szenarien auf bewährte Handlungsstrukturen zurückgreifen zu können (Kohls & Wedekind 2008, S. 217). ...
The goal of this single-phase and convergent mixed methods study was to compare the differences in the effectiveness of the Community of Inquiry (CoI) presences of a community college blended block instructional model with the in-person counterpart. Data were gathered from the Community of Inquiry Survey, Blackboard LMS reports, and course evaluation surveys. The results indicate that students had a better overall experience with the blended course. The blended block model provided flexibility while achieving course goals. Further, findings reveal differences in all three CoI presences between the two course formats with more student awareness of the presences in the in-person course.
Online learning can be useful for designing instruction with its asynchronous or synchronous forms. The teachers can reduce time and space limitations and support learners with additional materials in a cost-effective way. However, online learning heavily depends on learner characteristics/profile and course design. Even though it provides the flexibility of designing courses for different learner needs, motivation and learner responsibility remain unsolved problems. On the other hand, we can boost learner's autonomy with our course design. Autonomous learner profile is a perfect fit for online learning because of the flexibility for the learners. In this chapter, the authors define learner autonomy, describe its role in online course design, go over key elements in online course design and management, and give design tips for boosting learner autonomy in both synchronous and asynchronous online courses.
Este estudo analisa o impacto da inteligência artificial (IA) na educação, destacando a personalização da aprendizagem como um benefício. O objetivo deste artigo é analisar de forma abrangente o papel da IA na transformação do ensino e da aprendizagem. A metodologia empregada é a revisão sistemática da literatura, conduzida de maneira formal e estruturada. Foram realizadas pesquisas bibliográficas em plataformas científicas de renome, com critérios de inclusão bem definidos. Foram selecionados 20 artigos que demonstraram consistência e alinhamento com os objetivos da revisão. A abordagem qualitativa, embasada em evidências da literatura científica, permitiu uma compreensão aprofundada do tema. Os resultados revelam que a Inteligência artificial na educação tem um impacto substancial. A personalização da aprendizagem é destacada como um dos principais avanços, adaptando o ensino às necessidades individuais dos alunos. No entanto, são discutidas preocupações éticas, como a precisão das respostas geradas pela IA e a proteção da privacidade dos dados dos alunos. A integração eficaz entre a IA e a supervisão humana é enfatizada como crucial para garantir uma educação de alta qualidade. Em conclusão, a pesquisa aponta para um cenário promissor na educação impulsionado pela IA. A personalização da aprendizagem é destacada como um benefício significativo. No entanto, são ressaltadas preocupações éticas que devem ser cuidadosamente consideradas. A colaboração entre a IA e a orientação humana é vista como a chave para maximizar os benefícios dessa revolução educacional em andamento.
Modernising law and legal education are inevitable in today’s society. Possible arguments for not taking such steps disappeared with the pandemic which fostered processes which were postponed or were found as not applicable. Onwards, the COVID-19 pandemic has further accelerated the existing trend toward online and hybrid learning. It uncovered new and innovative ways for students and educators to organise their teaching and learning activities and to interact in a more personal and flexible manner online. Several papers and policies on the European level, among them Digital Education Action Plan highlight the importance of developing a high-performing digital education ecosystem and higher levels of digital capacity of education and training systems and institutions. Still, the process of modernisation and digitalisation of law and legal education is complex and requires significant efforts and resources from all stakeholders involved. The important aspect in this process is teachers’ preparedness and ability to implement digital technologies in teaching and learning, the support they need in this process as well as their training in digital skills to be able to properly use and implement digital technologies using new teaching methods and digital pedagogies. This paper discusses how to support teachers in the digitalisation of law and legal education and teachers’ training in acquiring necessary digital competences. This is part of the Erasmus+ project Digital in Law Education (DIGinLaw) where one of the results is the development of 12 MOOCs on the topic of law and legal education in higher education. The aim of this paper is to reveal the significance of organizational support for teachers and the importance of developing teachers’ digital skills and competences for successfully meeting the challenges of the digitalization of legal education. The paper describes the process taken to support teachers in the development of MOOCs including their training in digital skills. The results of the research – the proposed model of supporting and training teachers in MOOC design - can be applied to similar requirements for higher education teachers’ support in implementing digital technologies in teaching and learning. Using the survey as a quantitative research method and in-depth semi-structured interviews as a qualitative method, the paper gives insight into teachers’ readiness to use digital technologies and what kind of support and training they need to sufficiently implement digital technologies in the educational process.
The Collaborative Learning has been a reference learning theory in higher education, nevertheless, learners don’t recognize and take advantage of its potential, or how to reach approaches and coregulate with peers. The current post-pandemic scenario has generated new opportunities for interaction in virtual environments. However, the low or inconstant students’ participation in them has given way to research seeking to know the causes and whole scenario of process and suggest alternatives to enhance communicative interactions and collaboration on online platforms. In this article we study how can communicative interactions and collaboration mediated by information and communication technologies be fostered, enhanced, or increased in university e-learning environments. This research was developed using the qualitative perspective with a hermeneutic methodological approach. For the study, 124 primary studies of the literature and 42 e-learning environments of the Academic U-Virtual platform of the ‘Universidad de Medellín’ -Colombia were analyzed. The application of the research method allowed us to find four major components as a result: motivation and feedback, mediation/interaction, didactic, and technological. Such components can integrate and promote communicative interactions and online collaboration in university environments. As main conclusions, we found that the proposed components will allow: (i) to distinguish the particularities of communicative interactions; (ii) to facilitate tasks oriented to promote skills centered on collaboration, self-learning, and flexibility; and (iii) to design improved virtual environments by using synchronous and asynchronous tools that encourage the communicative interactions and the permanent collaboration of professors and students on e-learning platforms.
Актуальність статті зумовлена необхідністю виявлення та аналізу провідних тенденцій розвитку публічно-приватного партнерства у професійній освіті європейських країн для їх урахування в налагодженні державно-приватного партнерства в системі професійної освіти України. Метою статті є виявлення й аналіз провідних тенденцій розвитку публічно-приватного партнерства у професійній освіті європейських країн; з’ясування можливостей їх урахування у вітчизняній практиці налагодження державно-приватного партнерства у сфері професійної освіти. Методи: вивчення наукових джерел, законодавчих, нормативно-правових документів, емпіричних даних щодо публічно-приватного партнерства у професійній освіті – для виявлення його провідних тенденцій розвитку в європейських країнах; формування висновків і рекомендацій. Результати: на основі аналізу сучасних законодавчих, нормативно-правових документів, наукових джерел, емпіричних даних виявлено та проаналізовано провідні тенденції розвитку публічно-приватного партнерства у професійній освіті європейських країн: розширення учасників партнерства і розвиток його нових форм; вплив партнерства на підвищення якості професійної освіти; розроблення спільно з партнерами навчальних програм відповідно до вимог ринку праці; збільшення обсягів фінансування професійної освіти шляхом інвестицій державного та приватного секторів, а також міжнародних організацій тощо. Висновки: провідні тенденції розвитку ППП у професійній освіті європейських країн орієнтовані на: підвищення ефективності взаємодії між навчальними закладами, державними та приватними установами, громадськими, професійними й міжнародними організаціями; залучення малих, середніх і великих компаній до процесу розроблення нових кваліфікацій, стандартів, навчальних програм, впровадження інноваційних технологій професійного навчання; забезпечення рівного доступу до професійної освіти, робочих місць на ринку праці; збільшення фінансової підтримки навчальних закладів та підприємств, які здійснюють професійне навчання студентів тощо. Сформульовано пропозиції українським закладам професійної освіти для налагодження державно-приватного партнерства (ДПП), а саме: забезпечення ефективної комунікації між учасниками партнерства – для обміну досвідом і спільного використання ресурсів; визначення чітких умов, зобов’язань і ризиків між партнерами – для підвищення рівня їхньої відповідальності за якість реалізації проєктів ДПП; вдосконалення механізмів контролю та оцінювання результатів співпраці – для своєчасного коригування напрямів розвитку партнерства; збільшення обсягів фінансової підтримки проєктів ДПП – для забезпечення стабільного функціонування закладів професійної освіти на основі додаткових ресурсів; розширення участі громадськості в реалізації проєктів ДПП – для підвищення престижності професійної освіти та її впливу на відновлення України в повоєнний час тощо.
Openness in education has received significant attention in recent years. To comprehend this concept in education ecosystems thoroughly, a longitudinal study is crucial, offering a comprehensive perspective of its evolution. The study utilizes bibliometric techniques, social network analysis, and text mining to investigate openness from its origin to the present day. The research highlights that the idea of openness, initially linked to open universities, has expanded into broader education ecosystems due to advancements in digital technologies, especially around the turn of the 21st century. Embracing open access and open scholarship as new business models is essential to consolidate openness in education. Additionally, distance education, online learning, and educational technology play vital roles as catalysts for openness in education, providing a holistic understanding of the concept.
This study identifies course design practices and evaluation strategies that promote high-quality,equitable, and inclusive education in hybrid or online modalities, and that consider student well-being and mental health, for the post-pandemic era. Our data set consisted of an integrativeliterature review, interviews with instructors, and focus groups with teaching and learning centrerepresentatives from five countries: Canada, the United States, the United Kingdom, France, andLebanon. The study informs instructors’ professional development, recommends concrete coursedesign elements that promote equitable education, and shares innovative pedagogical practices fordigital contexts.
Entrepreneurship education/teaching entrepreneurship has become an extremely important
topic of discussion in higher education across the globe. It has become incumbent on higher
education institutions not only to train students to become employees but also to become job
creators, thus easing the burden on the economy. It is my experience from traditional academia
that, in the main, students only reproduce knowledge, without adding significant value to what
they have been taught in the classroom with the practical aspect of expertise leaving a lot to
be desired.
This portfolio is a result of my studies towards the Postgraduate Diploma in Higher Education
for Academics at the University of Namibia. As such, I was exploring the role of
entrepreneurial education (my teaching of entrepreneurship) in higher education. My initial
understanding of the importance of higher education prior to my enrolment in the program
was limited. However, with my newly acquired agency, I could reflect on and unpack
issues in teaching and learning, quality assurance and enhancement, curriculum development,
assessment, technology, and supervision of postgraduate studies through this portfolio. If
entrepreneurial education is to achieve its purpose in totality, it is vital that these modules are
studied together, and not in isolation, as they complement one another. I have looked at the
various modules that I peered over the past two years through the lens of how I teach
entrepreneurship at the University of Namibia and its practical application in the Maltas Club
Namibia as a reflective case study. In addition, I used quality enhancement as a golden thread
that ties together all the ideas contained in this portfolio. It is important to reiterate that this
portfolio first looked broadly at the University of Namibia, where I work as a lecturer in
entrepreneurship, and then narrowed the scope to the Maltas Club Namibia of which I am the
founder.
The key issues which stood out in this portfolio include the realisation that, with the advent of
the Fourth Industrial Revolution (4IR) and the COVID-19 outbreak, my role in teaching
entrepreneurship education in higher education has become extremely important if the
economy is to thrive in these turbulent economic times, regardless of the discipline for which
students have enrolled. However, if this is to take place it is imperative that the issues relating
to structure, culture, and agency as per Margaret Archer’s (Archer, 1995) theory are well placed
in institutions of higher learning such as UNAM. My renewed understanding arising from this
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P D H E P O R T F O L I O
programme has informed me about the importance of continuing this debate with reference to
issues pertaining to higher education at UNAM. In addition, I argue that the whole is bigger
then the sum of the parts and that more academics need to be enrolled in this program to
promote the development of a strong culture of a community of scholars.
Ampadu, E., Keller, E., Titlestad, G, and Thorbjörnson, J., Handbook for co-creation and sharing of doctoral courses.
This handbook is dedicated to our dear friend and esteemed colleague Professor Love Ekenberg, who passed away in September 2022 while taking part in the project. We mourn his untimely death, and lament he is not with us to see the end results.
The handbook, or guide, presents essential questions for guidance in the process of co-creation and sharing courses, yet it does not aspire to have complete solutions to all questions. Through awareness raising from the questions posed combined with the examples presented in this handbook, the process of co-creation and sharing can be made more transparent and directed towards realistic goals. Consequently, this understanding should stimulate and guide communication within the groups of people working together through the process. Mistakes could occur when we do not make use of what we know or communicate about what we know. Thus, we hope this handbook will help set a clear and meaningful context and minimise mistakes that could arise from missing components of knowledge in the process of co-creation and sharing courses. A checklist including basic questions for communication and decisions that can be used step by step in the co-creation and sharing process is provided at the end of this handbook.
The handbook presents concrete technologies and applications. These are, to some extent, time and context dependent. For example, by the time this handbook is published (May 2023), there is high attention on the development of AI applications based on ChatGPT-4. ChatGPT is the fastest growing application ever with more than 100 million users in a very short time. Spend some time identifying and preparing how to use new applications launched within the education marketplace, either the open licensed ones – recommend by us – or proprietary. In particular, be attentive to AI-based applications.
Awareness and respect for culture and language issues are important in the co-creation and sharing of courses. This handbook targets the European Higher Education Area in particular but can be used globally. When considering other areas, for example, Sub-Saharan Africa, the guidelines need to be adapted to specific contexts, and could be easily modified since it is an Open Education Resource. In doctoral education, English is considered the lingua franca for international cooperation. It is therefore imperative to highlight that, if co-creation occurs at bachelor level courses, the issue of courses taught in local languages becomes significant.
The handbook has been co-created within the IDOCOS project, with funding from Erasmus+. Innovative Doctoral Courses for Sustainability indicates that this consortium believes international cooperation on doctoral education can have a significant impact on facing the world’s most burning issue: Sustainable Development. The main motivators for IDOCOS and this handbook include initiatives for co-created courses and research on topics such as the Green Deal, Climate Change and Energy, to mention a few, combined with building capacity on Digital Transformation and how an inclusive digital transformation could contribute to better meet the Sustainable Development Goals (SDGs). The handbook may also be used within or outside the sustainability framework. As an open licensed resource, the content may be copied, changed, and adapted, providing ownership of the handbook.
The aim of the paper is to present an overview of psychological and pedagogical research in the field of creation, application and improvement of neurodigital educational technologies in the context of modern inclusive education. The paper identifies and summarizes the main areas of research and problems of the neurodigitalization of inclusive education, identifies ways to solve these problems, the priority areas for further research and development. The scientific novelty of the study is associated with an attempt to comprehend in an integrative manner the existing areas of psychological and pedagogical research in the field of the neurodigitalization of inclusive education, consider the advantages and disadvantages of “neurodigital education” as one of the inclusive practices, highlight the system of success factors for the neurodigitalization of inclusive education. As a result, it has been shown that at present, it is possible to outline several leading areas in the psychological and pedagogical research on the neurodigitalization of inclusive education, as well as the prospects for the development of “neurodigital pedagogy” as a science and practice, determine ways to overcome the weaknesses and barriers to the development of inclusive education in terms of elaborating, implementing and improving neurodigital technologies.
Academic performance of the student in higher education are among of the important data for educators and employers in this new era. The issue to analyse a large number of data has always been a constraint to most employers and educators. Data mining techniques were seen as one of the suitable approaches to reduce the delay in the analysis and the generation of output. However, proper, and high accurate techniques that serve as best fitted models for student performance prediction have yet to be found Therefore, an effective automated student performance prediction mechanism for higher education is very much in demand. This paper reviews the data mining techniques that are specific for the student performance evaluation. Data mining techniques that are reviewed include the SVM, KNN, Naive Bayes and Decision Tree. These techniques are evaluated for accuracy and the best fitted models for the student performance are higlighted.KeywordsStudent performanceAcademic performanceHigh educationData mining
Due to the spread of COVID-19 virus, the Palestinian government imposed strict lockdown, panned vehicular travel, and imposed paying the government sectors’ employees through ATMs only on specified paydays to limit traveling and avoid crowding. This paper investigates the performance of queuing at ATM machines during the emergency period in Nablus city, Palestine and optimizes the service while maintaining the required health instructions. Field observations and analysis showed high congestion levels and long queues at ATMs, which is contrary to what the government planned for. Under the specified payday schedule and the current ATMs, waiting time extended to two hours and queues reached up to 39 persons. It is concluded that by redistributing the paydays based on demand and the spatial distribution of demand and ATMs, as well as adding mobile ATMs to meet excessive demand, waiting time and queue length will be considerably reduced with various levels from one payday to another. This will reduce the risk of spreading the virus due to crowding at ATMs.
Keywords: Queuing Analysis; ATM; Quarantine; COVID-19; Spatial model.
The current study aimed to identify the extent of the use of information and communication technology on the quality of higher education at Palestine Technical University Kadoorie, where a sample was selected deliberately from the deans of faculties and quality staff at the university and the study sample consisted of (12) of a dean and an employee. The descriptive analytical approach was used through the formulation of an open paper questionnaire to obtain information, and the results were reached after analyzing the interviews and the most important of which was the consensus of everyone that the university uses media and communication technology in the educational process, and interested in ensuring the quality of higher education, and the results of the repetitions showed that the majority of obstacles are represented by the weakness of the Internet and networks and the lack of modern computers, and one of the most important recommendations is the need to work to find a radical solution to the problem of Internet interruption and replace it with the connection of an alternative fiber line to the Internet and work to hold training courses on how to use technology for lecturers, administrators, and students.KeywordsInformation and communication technologyQuality of higher educationPalestine Technical University Kadoorie
Massive Open Online Courses (MOOCs) are open enrolment, free online courses, which offer a flexible and economical approach to career enhancement, learning of new skills, and delivery of high-quality educational experiences at scale. MOOC environment consists of deployment of learning platform such as a learning management system (LMS), learning materials that are pre-made and interactive for asynchronous learning, which would require a number of expertise from different departments. In addition, an IT program might have other extensive requirements such as a virtual lab to make learning more effective as IT programs require technical approaches to learning methods rather than theoretical approaches. Delivery of affordable and free courses to the general public entails significant capital expenditures on equipment and software. As a result, some institutions may suffer a financial loss due to an increase in expenses. This paper evaluates the respondents’ perspectives of on the preparation of the MOOC courses specifically, the technical IT subjects. This paper also analyses the performance and effectiveness of the delivery of such technical IT subjects in an asynchronous delivery mode. The data is collected using randomly distributed questionnaires from various universities and colleges in Malaysia. The results from this study would provide an insight into the proper approaches and solutions to the implementation and deployment of MOOC environment especially in private colleges or universities that offer IT or technical programs.KeywordsMassive open online courseMOOCOpen distance learningODLOnline learning
El objetivo de la investigación fue describir la formación en las herramientas GoogleApps para resignificar la práctica educativa. El tipo de investigación empleado es de corte transeccional o transversal descriptivo; en este sentido, se escogieron a un grupo de profesores del plantel mencionado, para así encontrar primero el problema y darle solución a través de la capacitación en los distintos recursos que ofrece las TIC. Como conclusión se puede afirmar que la inclusión de las herramientas Google apps en la educación genera nuevas didácticas y potenciales ideales pedagógicos formulados por los docentes tales como ofrecer al docente ambientes de aprendizaje idóneos para enriquecer su práctica educativa y cautivar el interés de sus estudiantes, mejorando su rendimiento académico; otorga al estudiante mayor libertad para explorar, observar, analizar, y construir conocimiento; mejora el proceso de enseñanza - aprendizaje, haciendo que el docente cuente con una gama de opciones para exponer clases innovadoras.
This chapter explores students' experiences in the use of online learning management systems (LMS) and advanced digital media technology to enhance learning skills in historically disadvantaged universities in South Africa. A qualitative research design was used to highlight how digital transformation could improve or enhance the student's learning experience and make an effective contribution to an effective learning culture, especially in historically disadvantaged higher education institutions in the Global South. In this chapter, a total number of 20 honours students from the University of Venda in South Africa were purposively selected to voice their views, opinions, and experiences with online learning and the use of digital technology for learning purposes during the COVID-19 pandemic. The chapter established that online learning management systems such as Blackboard, Moodle, and digital media technology played a vital role to enhance student's learning experience at South African rural universities during the COVID-19 pandemic.
En la búsqueda por extender los aprendizajes de la investigación en alfabetización hacia otros campos creativos, el presente artículo estudia la relación recíproca entre la comunicación y la alfabetización desde una perspectiva histórica, subrayando la relación entre las tecnologías mediáticas y los procesos sociales y cognitivos mediante los que percibimos, aprendemos y transformamos el mundo. A través de diferentes ejemplos, el texto ilustra la continuidad entre diferentes modos de expresión y la versatilidad de las herramientas compositivas para escribir en diversos lenguajes, que a su vez dan cuenta de las competencias necesarias para su lectura. Reflexiono en torno a las propiedades del campo de la comunicación a partir de diferentes modelos gráficos que exploran la forma, estructura y relaciones entre diferentes modos de comunicación. Finalmente, las conclusiones apuntan hacia el estudio de la comunicación de manera fenomenológica y material, como un campo que da forma y evidencia la cultura, que nos permite ver más allá de las disciplinas y los oficios, para abordarla desde la complejidad, como un fenómeno inteligible y peculiar a través del cual le damos sentido a nuestra realidad.
Alongside the prolonged social and economic instability and the escalating demands for upskilling, Covid-19 pandemic had a detrimental impact on students’ and academics’ mental health and wellbeing. Social isolation and the emergency transition to remote education caused high levels of psychological distress, hindering students’ self-efficacy and academic performance. The pandemic also induced sudden changes affecting academics’ personal and professional lives, leading to mental disorders and risk of burnout. While recent research focuses on addressing the effects of the pandemic on either students or academics, this paper presents a collective analysis. The key themes that emerged by examining the experiences of both students and academics in higher education are framed in a multi-layered support system embracing qualities such as: self-efficacy, wellbeing, equality, diversity, and inclusion, social interactions, human-centred technologies, and authentic pedagogical methods. The findings are discussed with the aim to extract informed recommendations for enhancing teaching and learning experiences in the post-pandemic era.KeywordsHigher EducationEmergency Remote TeachingWellbeing EducationInclusive EducationLearner EngagementUpskilling
The objective of this paper is to investigate the impact of students’ engagement in value co-creation on the perception of online learning experience and the effect of online learning experience on student satisfaction. The research method was a survey conducted on a sample of 532 respondents from a public business school. The findings show that increased students’ engagement in value co-creation results in their improved perception of e-learning experience, which in turn influences student satisfaction. Thus, in order to facilitate the engagement of students in the value co-creation process, it is imperative to optimise the quality of dialogue, enhance the availability of pertinent information, promote intellectual stimulation, increase participation in scholarly pursuits, and foster opportunities for inter-student interactions. The study also complements the current body of knowledge on value co-creation in higher education with an online context.
Онлajн учење је интегрални део образовног окружења, посебно у високом образовању. Иако пракса још увек није распрострањена или систематизована, чини се да је све већи број институција и појединаца који прибегавају овој иновацији. Ово повећање није ограничено само на развијени свет; наставни кадар у земљама у развоју је подједнако ентузијастичан за посредовано учење из више разлога, укључујући проширење приступа и пружање флексибилности популацији која жели да се школује и континуирано обучава. Свеприсутност и мноштво начина и алата за комуникацију међу људима је најупечатљивија карактеристика културе и економије засноване на мрежи. Институције које су се раније ослањале на студенте који се окупљају у учионицама одједном су у могућности да понуде своје студијске програме на мрежи. Циљ овог рада је да кроз преглед доступне литературе представи различите облике онлајн учења од оних који имитирају обрасце традиционалне учионице до модела који у потпуности користе потенцијале дигиталне технологије да створе аутентично окружење за учење.
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