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Education Sciences
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Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable...
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Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All

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

Deadline for manuscript submissions: closed (31 July 2021) | Viewed by 51694

Special Issue Editors

Dr. Christian M. Stracke

E-Mail Website
Guest Editor
Department of Online Learning and Instruction, Open University, 6419 AT Heerlen, The Netherland
Interests: open education; technology-enhanced learning; digital competences and media literacy; learning innovations and quality; online learning and collaboration; open science; educational policies and societal impact
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Daniel Burgos

E-Mail Website
Guest Editor
Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), 26006 Logroño, La Rioja, Spain
Interests: adaptive and informal eLearning; educational technology; learning analytics; open education; open science; educational games; serious games; gamification; elearning specifications
Special Issues, Collections and Topics in MDPI journals
Dr. Jon Mason

E-Mail Website
Guest Editor
Faculty of Arts & Society, Charles Darwin University, Darwin, NT 0909, Australia
Interests: digital futures; data literacy; sense-making; questioning
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Cleo Sgouropoulou

E-Mail Website
Guest Editor
Department of Informatics and Computer Engineering, University of West Attica, 12243 Egaleo, Greece
Interests: e-learning; open educational resources (OERs); learning outcomes; competence and skill modeling for strengthening LLL; mobility and training to employment pathways; open data and analytics for e-research
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Jin Gon Shon

E-Mail Website
Guest Editor
Department of Computer Science, Korean National Open University, Seoul 03087, Korea
Interests: mobile learning; eLearning; grid computing; technology-enhanced learning; online education; eLearning in higher education; ICT in education; distance learning; computer communications (networks); distributed systems
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The year 2020 represents a time of change like no other. COVID-19, fake news and national closures are threatening not only educational systems but also global communities and societies. How we respond will likely have a dramatic impact on our future. This Special Issue is concerned with how the Education Sciences and technology-enhanced learning (TEL) can together inform a sustainable future in which global agendas can still be realized, such as United Nations' Sustainable Development Goal #4 on ‘quality education for all’. Indeed, do we know what can be sustained or what is most important to sustain? What emerging TEL innovations are positioned as part of a recalibrated digital infrastructure supporting education?

Such a scope therefore welcomes scientific papers presenting results from advanced research and innovation on technology-enhanced and online learning: That includes historical and systematic reviews with a future outlook; analyses of evidence-based research and innovation; developments in curricula, practice and policies; localised case-studies; and guidance on good practice for educators making the transition into technology-enabled learning. Urgent challenges that need to be addressed include growing skepticism against scientific research, the proliferation of misinformation, fake news and conspiracy theories. How might open science principles in research on technology-enhanced learning best respond?

We welcome papers on the following research topics (not exhaustive list):

  • UN SDG 4: Education for all
  • Inclusive and equitable quality education
  • Learning theories and design
  • Pedagogical frameworks and methodologies
  • Open learning and education
  • Online teaching strategies supported by ICT
  • Digital and media literacies
  • Social media and learning environments
  • Online collaboration and communities
  • Competences and skills for the 21st century
  • Open educational resources, practices and policies
  • Informal and formal learning scenarios, integrated
  • Hybrid, blended learning settings
  • Open science
  • Open competence frameworks

You may choose our Joint Special Issue in Sustainability.

Assoc. Prof. Dr. Christian M. Stracke
Prof. Dr. Daniel Burgos
Dr. Jon Mason
Prof. Dr. Cleo Sgouropoulou
Prof. Dr. Jin Gon Shon
Guest Editors

References:

A list of ‘reference papers’ that are relevant for the SI topic from other authors/publishers.

Beynaghi, A., Trencher, G., Moztarzadeh, F., Mozafari, M., Maknoon, R., & Leal Filho, W. (2016). Future sustainability scenarios for universities: Moving beyond the United Nations Decade of Education for Sustainable Development. Journal of Cleaner Production, 112, 3464–3478. DOI: https://doi.org/10.1016/j.jclepro.2015.10.117

Brudermann, T., Aschemann, R., Füllsack, M., & Posch, A. (2019). Education for Sustainable Development 4.0: Lessons learned from the University of Graz, Austria. Sustainability, 11(8), 2347. DOI: https://0-doi-org.brum.beds.ac.uk/10.3390/su11082347

Daniel, B. K. (2019). Big Data and data science: A critical review of issues for educational research. British Journal of Educational Technology, 50(1), 101–113. DOI: https://0-doi-org.brum.beds.ac.uk/10.1111/bjet.12595

Ricard, M., Zachariou, A. & Burgos, D. (2020). Digital Education, Information and Communication Technology, and Education for Sustainable Development. In D. Burgos (Ed.), Radical Solutions and eLearning. Practical Innovations and Online Educational Technology (pp. 27-39). DOI: https://0-doi-org.brum.beds.ac.uk/10.1007/978-981-15-4952-6_2

Schnitzler, T. (2019). The Bridge Between Education for Sustainable Development and Transformative Learning: Towards New Collaborative Learning Spaces. Journal of Education for Sustainable Development, 13(2), 242–253. https://0-doi-org.brum.beds.ac.uk/10.1177/0973408219873827

Selwyn, N., & Jandrić, P. (2020). Postdigital Living in the Age of Covid-19: Unsettling What We See as Possible. Postdigital Science and Education. DOI: https://0-doi-org.brum.beds.ac.uk/10.1007/s42438-020-00166-9

Shibani, A., Knight, S., & Buckingham Shum, S. (2020). Educator perspectives on learning analytics in classroom practice. The Internet and Higher Education, 46, 100730. https://0-doi-org.brum.beds.ac.uk/10.1016/j.iheduc.2020.100730

Spillane, J. P., Seelig, J. L., Blaushild, N. L., Cohen, D. K., & Peurach, D. J. (2019). Educational system building in a changing educational sector: Environment, organization, and the technical core. Educational Policy, 33(6), 846–881. DOI: https://0-doi-org.brum.beds.ac.uk/10.1177/0895904819866269

Stracke, C. M. (2019). Quality Frameworks and Learning Design for Open Education. The International Review of Research in Open and Distributed Learning, 20(2), 180-203. DOI: https://0-doi-org.brum.beds.ac.uk/10.19173/irrodl.v20i2.4213

Troussas, C., Krouska, A., & Sgouropoulou, C. (2020). Collaboration and fuzzy-modeled personalization for mobile game-based learning in higher education. Computers & Education, 144, 103698. DOI: https://0-doi-org.brum.beds.ac.uk/10.1016/j.compedu.2019.103698

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

  • Technology-enhanced learning
  • Learning design
  • Instructional design
  • Digital and online education
  • Hybrid learning
  • Open educational practices
  • Open education
  • Open science

Published Papers (9 papers)

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17 pages, 302 KiB  
Article
Digital and Media Literacies in the Polish Education System—Pre- and Post-COVID-19 Perspective
by Karina Cicha, Paulina Rutecka, Mariia Rizun and Artur Strzelecki
Educ. Sci. 2021, 11(9), 532; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11090532 - 10 Sep 2021
Cited by 12 | Viewed by 5016
Abstract
Digital and media literacies refer to a specific set of skills and abilities. The range of these skills as they concern the educational process has been broadly discussed. In this paper, we analyzed the Polish educational system to determine the scope of the [...] Read more.
Digital and media literacies refer to a specific set of skills and abilities. The range of these skills as they concern the educational process has been broadly discussed. In this paper, we analyzed the Polish educational system to determine the scope of the sorts of digital skills young people and students should achieve in order to be considered digitally and media literate. We compared sets of recommendations from the last ten years issued by different national governmental and nonprofit organizations for the Polish education system. We identified a set of skills that should be expected to be possessed by young people and students during their education. Additionally, we discussed results regarding the situation caused by the COVID-19 pandemic and the shift from regular education to distance learning. Full article
(This article belongs to the Special Issue Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All)
18 pages, 1422 KiB  
Article
Distance Learning during the COVID-19 Pandemic. A Comparison between European Countries
by Sandra Katić, Francesco V. Ferraro, Ferdinando Ivano Ambra and Maria Luisa Iavarone
Educ. Sci. 2021, 11(10), 595; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11100595 - 30 Sep 2021
Cited by 12 | Viewed by 4515
Abstract
COVID-19 has shaped and changed our normalities, and, with the discovery of new variants, the long-COVID syndrome, and stress disorders, the end of the pandemic seems distant. The current scenario is impacting all aspects of our lives. In particular, many studies reported that [...] Read more.
COVID-19 has shaped and changed our normalities, and, with the discovery of new variants, the long-COVID syndrome, and stress disorders, the end of the pandemic seems distant. The current scenario is impacting all aspects of our lives. In particular, many studies reported that the pandemic resulted in increased psychiatric disorders and grief-related symptoms in adolescents. The project developed between Italy and Slovenia investigated students’ experiences during the lockdown and, in particular, reported the perception of distanced learning, producing a transparent qualitative analysis that can inform future research and open to discussions on learning strategies. A survey was conducted with secondary school students in Southern Italy between 1 April and 31 May 2020 and in Central Slovenia between 16 March and 28 February 2021. Qualitative and quantitative data were collected based on students’ perception of distanced learning, via an online survey platform. The results focused on three main aspects: learning experience, relationships with peers and teachers, and anxiety levels. The data showed similarities and differences in the two cohorts and suggested strategies to improve education (e.g., with blended approaches) to prepare students, teachers, and tutors for the challenges of returning to classes. In particular, data showed that it is recommended to foster collaboration between EU countries and to work to prevent students’ social isolation. Full article
(This article belongs to the Special Issue Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All)
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12 pages, 1187 KiB  
Article
Perception of Risk in the Use of Technologies and Social Media. Implications for Identity Building during Adolescence
by Patricia Torrijos-Fincias, Sara Serrate-González, Judith Martín-Lucas and José Manuel Muñoz-Rodríguez
Educ. Sci. 2021, 11(9), 523; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11090523 - 08 Sep 2021
Cited by 5 | Viewed by 4184
Abstract
Life for today’s adolescents generally involves spending a large part of their time in front of a screen, permanently connected to the internet. It is no surprise to learn that recent years have witnessed an increase in the number of studies on how [...] Read more.
Life for today’s adolescents generally involves spending a large part of their time in front of a screen, permanently connected to the internet. It is no surprise to learn that recent years have witnessed an increase in the number of studies on how adolescent identities are being affected by the phenomenon of hyperconnectivity. This article addresses the perception adolescents have of the uses and functions they encounter during the time they are online and their self-perceived risks, as well as the tools or strategies they use to tackle the threats of a hyperconnected society. This involved designing a qualitative study in which 130 adolescents took part in different focus groups. The results revealed that adolescents use technologies mainly as a means of communication and entertainment, and as they mature, they perceive greater risks associated with this use. The study also found that they deploy few tools and strategies to deal with the self-perceived risks. Full article
(This article belongs to the Special Issue Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All)
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17 pages, 3426 KiB  
Article
Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study
by Desireé J. Cranfield, Andrea Tick, Isabella M. Venter, Renette J. Blignaut and Karen Renaud
Educ. Sci. 2021, 11(8), 403; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11080403 - 04 Aug 2021
Cited by 88 | Viewed by 16162
Abstract
The pandemic and subsequent ‘lockdowns’ dramatically changed the educational landscape of higher education institutions. Before-COVID-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher [...] Read more.
The pandemic and subsequent ‘lockdowns’ dramatically changed the educational landscape of higher education institutions. Before-COVID-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services migrated to digital platforms, leading to a period of “emergency eLearning”. The full impact of this sudden shift to digital platforms on all cohorts of students is still unclear. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University’s country and the country’s lockdown logistics. This international, comparative, quantitative research project investigated and explored higher education students’ perceptions of emergency eLearning during the COVID-19 pandemic. Experiences of students at universities in three countries were evaluated in terms of four dimensions: (1) home learning environment, (2) engagement, (3) participation preference, and (4) impact on learning skills. The research revealed significant differences between the participating universities students’ experiences. The most important differences were in the ‘home learning environment’, followed by ‘engagement’ and the perception of ‘impact on learning skills’. The differences in the ‘home learning environment’ can be attributed to the differing economic and digital development of the surveyed countries: South Africa, Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable difference in student engagement, participation, and learning skills. Full article
(This article belongs to the Special Issue Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All)
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14 pages, 281 KiB  
Review
A Critical Review of Mobile Learning: Phoenix, Fossil, Zombie or …..?
by John Traxler
Educ. Sci. 2021, 11(9), 525; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11090525 - 08 Sep 2021
Cited by 7 | Viewed by 2661
Abstract
The established mobile learning paradigm is now two decades old; it grew out of the visions and resources of e-learning research communities in universities in the world’s more economically developed regions. Whilst it has clearly been able to demonstrate many practical, pedagogic and [...] Read more.
The established mobile learning paradigm is now two decades old; it grew out of the visions and resources of e-learning research communities in universities in the world’s more economically developed regions. Whilst it has clearly been able to demonstrate many practical, pedagogic and conceptual achievements, it is now running out of steam. It has failed to adapt to a world where mobile technologies are pervasive, ubiquitous and intrusive and where people and communities can now own their own learning. This paper looks at the evolution of the established mobile learning paradigm and explores the current global, demographic, social and technical environment in order to develop a new paradigm more suited to the changed and changing realities and priorities. This is mobile learning2.0. The paper looks at the axioms and values of this paradigm and its possible tools and techniques. The treatment is discursive and critical. The paper reimagines the concepts and practices of learning with mobiles. It embraces many significant themes at a high level, including inclusive and equitable education; learning theories and design; pedagogical frameworks and methodologies; digital and media literacies; social media and learning environments; online collaboration and communities; Informal and formal learning. Full article
(This article belongs to the Special Issue Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All)
14 pages, 843 KiB  
Article
Facilitating Student Understanding through Incorporating Digital Images and 3D-Printed Models in a Human Anatomy Course
by Dzintra Kazoka, Mara Pilmane and Edgars Edelmers
Educ. Sci. 2021, 11(8), 380; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11080380 - 26 Jul 2021
Cited by 4 | Viewed by 3075
Abstract
Combining classical educational methods with interactive three-dimensional (3D) visualization technology has great power to support and provide students with a unique opportunity to use them in the study process, training, and/or simulation of different medical procedures in terms of a Human Anatomy course. [...] Read more.
Combining classical educational methods with interactive three-dimensional (3D) visualization technology has great power to support and provide students with a unique opportunity to use them in the study process, training, and/or simulation of different medical procedures in terms of a Human Anatomy course. In 2016, Rīga Stradiņš University (RSU) offered students the 3D Virtual Dissection Table “Anatomage” with possibilities of virtual dissection and digital images at the Department of Morphology. The first 3D models were printed in 2018 and a new printing course was integrated into the Human Anatomy curriculum. This study was focused on the interaction of students with digital images, 3D models, and their combinations. The incorporation and use of digital technologies offered students great tools for their creativity, increased the level of knowledge and skills, and gave them a possibility to study human body structures and to develop relationships between basic and clinical studies. Full article
(This article belongs to the Special Issue Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All)
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45 pages, 1541 KiB  
Article
Media Trends and Prospects in Educational Activities and Techniques for Online Learning and Teaching through Television Content: Technological and Digital Socio-Cultural Environment, Generations, and Audiovisual Media Communications in Education
by Constantinos Nicolaou
Educ. Sci. 2021, 11(11), 685; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110685 - 27 Oct 2021
Cited by 20 | Viewed by 6285
Abstract
The purpose of this article is to provide information and data that will contribute to the enhancement of teaching methodologies for online learning and teaching at all educational levels and disciplines (including adult education). More specifically, it attempts to shed light on media [...] Read more.
The purpose of this article is to provide information and data that will contribute to the enhancement of teaching methodologies for online learning and teaching at all educational levels and disciplines (including adult education). More specifically, it attempts to shed light on media trends and prospects as educational activities and techniques, as well as on the utmost importance of the use of television content as audiovisual educational content. This venture focuses on the cases of Cyprus and Greece following literature materials and reviews, research results, and findings of previous numerous studies and research papers from and through the Internet that were considered as background. The aforementioned were applied in a pilot case study with adult educators as adult learners (18 years and older), providing literature data and historical elements as a source of further study. The findings from the pilot case study revealed that the television content can also shape (adult) learners’ perceptions on how they understand and learn in an online environment in regard to the generational cohort they belong. Furthermore, the results disclosed that an online educational process utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) may support technology-enhanced learning through non-verbal communication in the new streamlined digital era in which we live. An important conclusion of this article is that the (inter)national genealogical characteristics and habits, the inherent and special characteristics, and the socio-cultural identity of learners, as well as the various (inter)national social-phenomena (e.g., media socio-phenomenon, Internet phenomenon, revival phenomenon, etc.) of the past and present, should always be taken into account by education administrators and educators, in order to maintain a quality and sustainable future education. Full article
(This article belongs to the Special Issue Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All)
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12 pages, 2270 KiB  
Article
Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments
by Sindile A. Ngubane-Mokiwa and Simon Bheki Khoza
Educ. Sci. 2021, 11(4), 152; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11040152 - 29 Mar 2021
Cited by 16 | Viewed by 3662
Abstract
Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require access through alternative formats. This paper demonstrates [...] Read more.
Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require access through alternative formats. This paper demonstrates teaching and learning practices in an ODL institution in South Africa, with a focus on the indispensable role of lecturers and tutors in an online learning setting. The paper employs the Community of Inquiry, which sees the effective online learning environment through three elements: cognitive, social, and teaching presence. The findings shed light on the use of vision-based approaches in course design; limited implementation of open-access policies, and the academic faculty’s lack of knowledge on how to facilitate inclusive learning. The paper concludes by presenting a proposed student-centred framework that seeks to facilitate inclusive teaching and learning towards positive and inclusive learning experiences for students. The proposed framework could be beneficial during pandemic situations. Full article
(This article belongs to the Special Issue Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All)
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15 pages, 1294 KiB  
Article
Using Phenomenological Methodology with Thematic Analysis to Examine and Reflect on Commonalities of Instructors’ Experiences in MOOCs
by Chi-Cheng Chang and Yao-Hua Wang
Educ. Sci. 2021, 11(5), 203; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11050203 - 26 Apr 2021
Cited by 10 | Viewed by 4154
Abstract
Instructors’ experiences in MOOCs assist their curriculum development and teaching skills as well as professional growth, which is seldom explored. The study examined and reflected on the commonalities of instructors’ experiences in Massive Open Online Courses (MOOC) based on phenomenological methodology with thematic [...] Read more.
Instructors’ experiences in MOOCs assist their curriculum development and teaching skills as well as professional growth, which is seldom explored. The study examined and reflected on the commonalities of instructors’ experiences in Massive Open Online Courses (MOOC) based on phenomenological methodology with thematic analysis. By summarizing the commonalities in phenomenology from the implicit experiences of the instructors who were interviewed, commonalities of MOOC instructors’ experiences were found to be the following: (1) affinity—knowing how to provide MOOC material that is approachable; (2) ability to tell a story—knowing how to write and direct a video that contains a story or scenarios for classes as innovative teaching; (3) macro attitude—broadening a learner’s horizon is more important than lecturing on knowledge; (4) altruism—concerning the welfare of students rather than personal fame and fortune; and (5) learning by doing—having a passion for innovative teaching and bravely implementing it. Finally, several suggestions and inspirations were given based upon the reflections on the commonalities of MOOC instructors’ experiences. Full article
(This article belongs to the Special Issue Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All)
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