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Education Sciences
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Digital Learning Innovation
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Digital Learning Innovation

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 April 2024) | Viewed by 8625

Special Issue Editors

Dr. Pablo Fernández-Arias

E-Mail Website
Guest Editor
Technology, Instruction and Design in Engineering and Education Research Group (TiDEE.rg), Catholic University of Ávila, 05005 Ávila, Spain
Interests: machine learning; nuclear energy; virtual reality; power; deep learning; pressurized water reactors; operating factor; collaborative learning; motivation; quality education; theoretical subjects; active learning
Special Issues, Collections and Topics in MDPI journals
Dr. Diego Vergara

E-Mail Website
Guest Editor
Technology, Instruction and Design in Engineering and Education Research Group (TiDEE.rg), Catholic University of Ávila, 05005 Ávila, Spain
Interests: finite element method; engineering design; mechanical testing; fracture mechanics; hydrogen embrittlement; tensile testing; corrosion; mechanical behavior of materials; failure analysis; microstructure; fractography; mechanical engineering; materials engineering; fracture; materials; mechanical properties; metals; material characterization; materials testing; energy efficiency; hydrogen; serious games; virtual reality; gamification; active learning
Special Issues, Collections and Topics in MDPI journals
Dr. Álvaro Antón-Sancho

E-Mail Website
Guest Editor
Technology, Instruction and Design in Engineering and Education Research Group (TiDEE.rg), Catholic University of Ávila, C/Canteros s/n, 05005 Ávila, Spain
Interests: geometry and applications; educational technologies; virtual learning environments; didactic digital resources
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The pandemic caused by COVID-19 has meant a change in the educational paradigm. The need to innovate in the different educational systems in the face of the obligation to lock down the population has offered a unique opportunity to digitize the educational environment. This process of digital learning innovation has not only served to respond to the demands arising from the pandemic of distance learning in education but also helps to face, in the post-COVID-19 era, global challenges as important as sustainable development, telecommuting, institutional digitalization and Industry 4.0. Digitization implies a change in the methodological and technological approach, being the transcendental factor in influencing the transfer of knowledge. In the same way, educational digitalization brings new tools and opportunities for the management of educational institutions. New technologies, methodologies and competencies are necessary in the knowledge society, in an environment that is increasingly uncertain and where innovation has a greater economic and social impact. The key players in the educational environment must acquire digital competencies that enable them to develop in this environment, and other types of transversal competencies, connected to their affective domain, in order to carry out a healthy integration and adaptation to digital media. Digitalization offers new opportunities, and it is necessary to implement and innovate in order to increase the quality of education and academic performance at all stages of education. Therefore, this Special Issue is open to the submission of original articles, literature reviews, case reports or short communications addressing the digital learning innovation. We warmly invite researchers to submit their contributions to this Special Issue. Potential topics include but are not limited to:

  • Digital Learning Environments;
  • Institutional digitalization;
  • Digital Management of learning environments;
  • New digital technologies for learning;
  • Digital competence;
  • Educational digitalization and sustainable development;
  • Technologies Information and Communication (TIC) in education;
  • Digital knowledge transfer mechanics;
  • Continuous improvement and digitalization of education;
  • Educational innovation through digitalization;
  • Digital learning innovation;
  • New methodologies to digital learning;
  • Development of digital learning materials;
  • Quality of digital learning;
  • Opportunities of learning digitalization;
  • Social and economic impact of digital learning innovation;
  • Adaptation of the educational model towards digitalization;
  • Digitalized learning experiences;
  • New teaching methodologies in digital environments;
  • Future trends in digital learning innovation;
  • Digital classroom management;
  • Changes in professional performance caused by digital learning innovation.

We look forward to receiving your contributions.

Dr. Pablo Fernández-Arias
Dr. Diego Vergara
Dr. Álvaro Antón-Sancho
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

  • digitalization
  • training
  • technologies
  • digital learning
  • innovation

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Published Papers (4 papers)

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Research

21 pages, 7350 KiB  
Article
Updating Calculus Teaching with AI: A Classroom Experience
by Roberto Carlos Torres-Peña, Darwin Peña-González, Ellery Chacuto-López, Edwan Anderson Ariza and Diego Vergara
Educ. Sci. 2024, 14(9), 1019; https://doi.org/10.3390/educsci14091019 - 18 Sep 2024
Cited by 2 | Viewed by 2442
Abstract
In the context of mathematics education, the integration of artificial intelligence (AI) in teaching calculus is revolutionizing instructional methodologies and enhancing learning experiences both inside and outside the classroom. This study explores the use of specific AI tools, including ChatGPT, MathGPT, Gemini, and [...] Read more.
In the context of mathematics education, the integration of artificial intelligence (AI) in teaching calculus is revolutionizing instructional methodologies and enhancing learning experiences both inside and outside the classroom. This study explores the use of specific AI tools, including ChatGPT, MathGPT, Gemini, and Wolfram Alpha, to deepen students’ understanding of key mathematical concepts such as derivatives and rates of change through continuous interaction with a virtual tutor. By employing well-designed prompts, these tools facilitated problem-solving exercises that were verified and refined by AI, fostering both precision in calculations and conceptual clarity. Observations from the classroom implementation reveal that students not only improved their accuracy in performing derivative calculations but also developed a clear understanding of the distinctions between average and instantaneous rates of change. The AI tools created a dynamic, adaptive learning environment, providing immediate feedback and simulations that significantly boosted student engagement and motivation. These findings underscore the potential of AI to transform mathematics education by making learning more personalized and accessible, ultimately enhancing educational outcomes and preparing students for future academic and professional challenges. Furthermore, this study introduces an innovative approach to refining AI prompts and interactions, highlighting the importance of iterative improvement to enhance the quality of AI feedback. This approach is crucial for developing better problem-solving skills and ensuring a comprehensive understanding of mathematical concepts. Full article
(This article belongs to the Special Issue Digital Learning Innovation)
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18 pages, 836 KiB  
Article
Supporting Sustainable and User-Oriented Educational Technology Innovation with the University Innovation Canvas
by Mia Bangerl, Sebastian Dennerlein, Katharina Maitz, Marie Nitschke, Martin Ebner and Viktoria Pammer-Schindler
Educ. Sci. 2024, 14(5), 528; https://doi.org/10.3390/educsci14050528 - 13 May 2024
Viewed by 1368
Abstract
Innovating higher education teaching and learning is challenging due to structural, cultural, and resource-related reasons, and research indicates that university innovation benefits from a bottom-up approach as well as strategic alignment with university objectives. In this paper, we investigate such bottom-up innovation processes [...] Read more.
Innovating higher education teaching and learning is challenging due to structural, cultural, and resource-related reasons, and research indicates that university innovation benefits from a bottom-up approach as well as strategic alignment with university objectives. In this paper, we investigate such bottom-up innovation processes within higher education as supported by a specific tool: the University Innovation Canvas (UIC). Adapted from the Business Model Canvas and Lean Canvas, the UIC is designed to promote educational technology innovation and foster alignment of the innovation process with strategic objectives of the university: namely, sustainability and user orientation. An evaluation of the UIC based on interview and questionnaire data shows that its usage differs between innovation teams (on paper vs. digital, individual vs. collaborative, co-located vs. remotely, and synchronous vs. asynchronous). UIC usability is linked with these differences and with teams’ experience in realizing innovations. Overall, the UIC is perceived to be useful by (particularly, less-experienced) innovation teams and is successful at supporting sustainable and user-oriented innovations, as 14/15 innovations are still in use after up to four years since completion. To maximize its potential, more effort needs to be devoted to improving understanding of the UIC and supporting different workflows of innovation teams in the future. Full article
(This article belongs to the Special Issue Digital Learning Innovation)
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13 pages, 585 KiB  
Article
Assessment of Digital Teaching Competence in Non-University Education
by Soraya Andaluz-Delgado, Eva Ordoñez-Olmedo and Noelia Gutiérrez-Martín
Educ. Sci. 2023, 13(12), 1237; https://doi.org/10.3390/educsci13121237 - 13 Dec 2023
Cited by 2 | Viewed by 1498
Abstract
The enormous influence that Information and Communication Technologies have in society, as well as the pandemic caused by COVID-19, have caused teachers to need to adapt to new educational contexts in recent years, in addition to evidencing the enormous deficiencies in the use [...] Read more.
The enormous influence that Information and Communication Technologies have in society, as well as the pandemic caused by COVID-19, have caused teachers to need to adapt to new educational contexts in recent years, in addition to evidencing the enormous deficiencies in the use of technologies. The quarantine situation made it necessary to organize the educational system so that students could continue their training away from the classroom. This article aims to assess whether teachers’ perceptions about their level of digital competence have changed after quarantine in non-university education teachers in Spain. For this, a nonexperimental quantitative method was applied using descriptive statistical techniques. The sample is made up of 168 teachers, and for data collection, a questionnaire was used covering different areas established by the DigCompEdu framework. The results show that the perception teachers have about their digital competence is that it has improved due to free training, which implies the necessary training of teachers in new technologies. These data encourage the design of a training plan from universities to comply with the resolution of 4 May 2022, of the General Directorate for Territorial Evaluation and Cooperation on updating the reference framework of digital teaching competence. Full article
(This article belongs to the Special Issue Digital Learning Innovation)
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13 pages, 1408 KiB  
Article
Digital Teaching Competence among Teachers of Different Educational Stages in Spain
by Miguel Ángel García-Delgado, Sonia Rodríguez-Cano, Vanesa Delgado-Benito and Cristina Di Giusto-Valle
Educ. Sci. 2023, 13(6), 581; https://doi.org/10.3390/educsci13060581 - 7 Jun 2023
Cited by 4 | Viewed by 2002
Abstract
The new educational reality requires teachers to have skills and competencies to improve the teaching-learning process and, therefore, the quality of teaching, integrating new technologies. To assess the competence level of teachers, a descriptive study was designed, in which 150 teachers from different [...] Read more.
The new educational reality requires teachers to have skills and competencies to improve the teaching-learning process and, therefore, the quality of teaching, integrating new technologies. To assess the competence level of teachers, a descriptive study was designed, in which 150 teachers from different stages in Spain took part and were administered the DigCompEdu Check-in questionnaire. Non-probabilistic (purposive) sampling was used. The results show an intermediate level of competence among teachers at all the educational stages surveyed. However, this level varies according to the stage at which they work, with secondary education, vocational training, GCE and university teachers standing out the most in the fields of competence analysed using the questionnaire. Different proposals for improvement are proposed too, as well as the existing coincidences with previous studies; furthermore, the need for training from the beginning of teacher preparation is highlighted, as well as the need for continuous training for active teachers to optimise the potential offered by the new technologies, also is very important that taking on challenges such as the correct communication trough technologies, the use and creation of digital content or the protection and security of online data, among others. Full article
(This article belongs to the Special Issue Digital Learning Innovation)
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