Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.0
3.0
Journals
Education Sciences
Special Issues
Digitization and Lifelong Learning Sustainability: A Global Perspective
share announcement

Digitization and Lifelong Learning Sustainability: A Global Perspective

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

Deadline for manuscript submissions: closed (31 December 2021) | Viewed by 3480

Special Issue Editors

Dr. Hosam Al-Samarraie

E-Mail Website
Guest Editor
Coventry University, Coventry, UK
Interests: higher education; HCI; digital technology
Prof. Jianpeng Guo

E-Mail Website
Guest Editor
Institute of Education, Xiamen University, Xiamen, China
Interests: flipped classroom; internet + education and future education forms; teaching and learning in education; curriculum teaching reform; concept learning; learning study; sample teaching, situational

Special Issue Information

Dear Colleagues,

Ensuring the sustainability of educational effectiveness is an ongoing issue which has been addressed by many previous studies. The term sustainability in this Special Issue is used broadly to cover a wide range of affective and motivational measures to promote the digitization of teaching and learning. This includes ways to 1) identify how learners and educators can communicate effectively and efficiently in the online environment, 2) improve curriculum design, teaching pedagogy, administrative processes, and 3) increase students’ engagement and collaboration.

The main aim of this Special Issue is to bring together a wider range of researchers, educations, and policy makers to highlight recent developments in research on measures and practices to ensure the sustainability of teaching and learning across different contexts and settings. The focus of this Special Issue is on the wider context of ICT and digital innovations; this includes the innovative practices and their outcomes, standards for sustainable organizational change in school and higher education sectors, and how to foster the desire for sustained and enduring learning. Understanding these various perspectives will greatly enable educators and researchers to further promote lifelong learning and ensure sustainable digitalization of the education sector. We are certain that there is much to be learned by sharing and learning about what happens in different countries, disciplines and contexts, and how different innovative and sustainable digital practices can be integrated when needed to promote lifelong learning.

Dr. Hosam Al-Samarraie
Prof. Jianpeng Guo
Guest Editors

References

Arpaci, I. (2019). A hybrid modeling approach for predicting the educational use of mobile cloud computing services in higher education. Computers in Human Behavior, 90, 181-187.

Ahel, O., & Lingenau, K. (2020). Opportunities and challenges of digitalization to improve access to education for sustainable development in higher education. In Universities as Living Labs for Sustainable Development (pp. 341-356). Springer, Cham.

González-Zamar, M. D., Abad-Segura, E., López-Meneses, E., & Gómez-Galán, J. (2020). Managing ICT for sustainable education: Research analysis in the context of Higher Education. Sustainability, 12(19), 8254.

Jirgensons, M., & Kapenieks, J. (2018). Blockchain and the future of digital learning credential assessment and management. Journal of Teacher Education for Sustainability, 20(1), 145-156.

Pattnayak, J. (2020). Innovative Method of Lifelong Learning in the Digital Environment. In Digital Innovations for Customer Engagement, Management, and Organizational Improvement (pp. 221-236). IGI Global.

 

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

  • education for sustainability
  • sustainable digitization
  • lifelong learning
  • innovative educational technologies
  • best teaching practices
  • higher education
  • online learning
  • computer-mediated environment
  • behavioral engagement
  • ICT
  • Blockchain

Published Papers (1 paper)

Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

14 pages, 1139 KiB  
Article
Interdisciplinary Class Observation in Higher Education: Lessons Learned from the Professional Development Experience of Four Teachers
by Joana P. Miranda, Mariana Batista, Cristina Duarte and Tatiana Sanches
Educ. Sci. 2021, 11(11), 706; https://doi.org/10.3390/educsci11110706 - 03 Nov 2021
Cited by 1 | Viewed by 2703
Abstract
Peer observation of teaching has been adopted as a method to improve the quality of teaching. It involves observers providing descriptive feedback to their peers on learning and teaching practices. However, although extensively described in the literature in the education field, its use [...] Read more.
Peer observation of teaching has been adopted as a method to improve the quality of teaching. It involves observers providing descriptive feedback to their peers on learning and teaching practices. However, although extensively described in the literature in the education field, its use as a tool for development beyond teaching skills has not been explored deeply, nor the best practices described. Therefore, the objective of this study was to compare quantitative with qualitative peer observation, as well as to investigate the role of interdisciplinarity in the observation process. The present study results from experimental observation work carried out by four professors of higher education. Veterinary science, social work, pharmaceutical sciences, and education, the disciplinary areas of origin of the teachers, were the ecosystems in which the initial observation techniques were explored and applied, and the intention was to share good practices and pedagogical improvements through peer support. This study reports the experience of building an observation grid and its application, as well as the lessons learned during the observation experience. The aim was to evaluate whether the constructive criticism was focused on the pedagogical practices rather than on the content, which can be useful in understanding if the learning objectives are being attained, from the teacher’s point of view. As such, we employed and assessed peer observation as a constructive, developmental process for higher education teachers from different fields of knowledge. The study concludes that feedback by peers is essential for the development of professional practice in higher education teaching, with the experience of qualitative observation being a fundamental path for teacher self-reflection in the search for their own authenticity. It further supports the notion that interdisciplinary differences, methodologies, styles, contexts, and practices can be used in a constructive way to improve course content and delivery, and, ultimately, to reinforce good teaching. Full article
(This article belongs to the Special Issue Digitization and Lifelong Learning Sustainability: A Global Perspective)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-1
Back to TopTop