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Education Sciences
Special Issues
Quality Education on Digital Learning Environment
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Quality Education on Digital Learning Environment

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (15 August 2022) | Viewed by 4580

Special Issue Editors

Dr. Sheng-Yi Wu

E-Mail
Guest Editor
International Master Program of STEM Education and Department of Science Communication, National Pingtung University, Pingtung 900, Taiwan
Interests: online discussion; computer-supported collaborative learning; computational thinking and physiological signals
Dr. Shu-Ping Chang

E-Mail Website
Guest Editor
Center on Innovations in E-Learning, Chihlee University of Technology, No.313, Sec. 1, Wenhua Rd., Banqiao Dist., New Taipei City 220305, Taiwan
Interests: MOOCs design and development; e-learning instructional design; e-professionals competences and training; e-learning analysis

Special Issue Information

Dear Colleagues,

The United Nations proposed the Sustainable Development Goals (SDGs) in 2015. The fourth goal is to improve quality education. Additionally, the development of many new technologies (5G, VR, AI, IoT, Robot, etc.) has also created new opportunities for teaching and learning environments. Teaching and learning are made through digital environments or online learning platforms so that learning opportunities are equal. People can carry out lifelong learning through these digital learning environments. Therefore, this Special Issue aims to discuss and reflect on the new challenges in ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in the digital learning environment.

The Special Issue features research papers, reviews of research studies, technical reports, and conceptual pieces. The scope of the paper submissions is comprehensive. Emerging issues include but are not limited to the following themes:

  1. Primary and secondary education in the digital learning environment;
  2. Equal access to quality pre-primary education in the digital learning environment;
  3. Equal access to affordable technical, vocational, and higher education in the digital learning environment;
  4. Eliminate all discrimination in education in the digital learning environment;
  5. Universal literacy and numeracy in the digital learning environment;
  6. Education for sustainable development and global citizenship in the digital learning environment;
  7. Build and upgrade inclusive and safe schools in the digital learning environment;
  8. Application of new digital tools in the digital learning environment;
  9. Lifelong learning opportunities in the digital learning environment;
  10. STEM cross-field learning in the digital learning environment.

Dr. Sheng-Yi Wu
Dr. Shu-Ping Chang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Sustainable Development Goals (SDGs)
  • SDGs 4
  • Quality education
  • Digital learning environment
  • Primary and secondary education
  • Pre-primary education
  • Technical, vocational and higher education
  • Eliminate all discrimination
  • Universal literacy
  • Numeracy
  • Education for sustainable development
  • Global citizenship
  • Inclusive and safe schools
  • New digital tools
  • Lifelong learning
  • STEM education
  • Cross-field learning

Published Papers (2 papers)

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Research

15 pages, 2452 KiB  
Article
Adaptive Knowledge Control in Digital Learning as a Factor in Improving the Quality of Education
by Irina Bystrenina and Petr Nikitin
Educ. Sci. 2022, 12(10), 638; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12100638 - 22 Sep 2022
Viewed by 1492
Abstract
The quality of knowledge is the most important task of the learning system at any level and stage of education. The COVID-19 pandemic has made its own adjustments to the process of organizing education, requiring the transition from traditional to distance learning as [...] Read more.
The quality of knowledge is the most important task of the learning system at any level and stage of education. The COVID-19 pandemic has made its own adjustments to the process of organizing education, requiring the transition from traditional to distance learning as soon as possible. In the new conditions, the use of adaptive knowledge control has become relevant, taking into account the individual level of knowledge of the trainees. The study is devoted to the analysis of the features of adaptive testing, the conditions of application and the possibilities of web technologies for its organization. The article presents the results of a study aimed at organizing and conducting adaptive knowledge control as one of the means of implementing an individual learning trajectory. The study presents algorithms for constructing an individual trajectory of adaptive testing for each user. The analysis of web technologies and learning management systems that are currently used in terms of their capabilities for the implementation of the adaptive learning module is carried out. An adaptive testing module has been developed for implementation into the LMS Moodle learning management system, built taking into account the modular organization of the system. The construction of the module is based on a Markov random process with discrete states, continuous and discrete time, which makes it possible to implement a condition for completing testing with the function of viewing detailed statistics of its passage. The problem of developing and implementing an adaptive testing module in an online learning system is considered. The results of experimental work confirming the effectiveness of the implementation of the adaptive testing module are presented. The study of technology by future teachers and its application in practice will contribute to an increasingly widespread implementation in practical activities. Full article
(This article belongs to the Special Issue Quality Education on Digital Learning Environment)
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11 pages, 690 KiB  
Article
The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers
by Mayra Urrea-Solano, María J. Hernández-Amorós, Gladys Merma-Molina and Salvador Baena-Morales
Educ. Sci. 2021, 11(10), 644; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11100644 - 14 Oct 2021
Cited by 7 | Viewed by 2101
Abstract
Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable [...] Read more.
Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages. Full article
(This article belongs to the Special Issue Quality Education on Digital Learning Environment)
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