Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
Digital Education: Theory, Method and Practice
share announcement

Digital Education: Theory, Method and Practice

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

Deadline for manuscript submissions: closed (1 June 2024) | Viewed by 11902

Special Issue Editor

Dr. Sonia M. Gómez Puente

E-Mail Website
Guest Editor
Eindhoven School of Education, Eindhoven University of Technology, P.O. Box 513, 5600 MB Eindhoven, The Netherlands
Interests: digital age; flexibilization of education; curriculum development; instructional design of technology-enhanced learning; challenge-based learning; digital pedagogy; emerging technologies in education; student engagement and motivation via digital tools
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The rapid developments in technology and the impact of the Fourth Industrial Revolution in higher education demand fundamental reconsiderations for the instructional design of educational practices. Design for learning in a digital era requires not only systematic principles but also approaches that foster the interaction of learners with peers, with teachers and with the outside world, enhanced by technology-rich contexts. Additionally, the technologies need to be carefully integrated in the design of student-centered activities as part of the learning environment to foster knowledge construction through social collaboration and competencies development while promoting self-directed learning. These are essential aspects in the formation of the professionals of the new age.

Rethinking the implications of digital technologies and their applications in higher education brings about opportunities to innovate education. Digital tools provide solutions for the flexibilization in education provision and materials development. Likewise, these can also support higher universities’ ambitions to increase students’ mobility, enrich lifelong learning experiences and provide diversity in interdisciplinary education according to learners’ profiles. Despite the positive venues that digital education offers, there is still a considerable gap between the effects of emerging technologies in students’ learning. However, it is of paramount importance to learn how educational theories and practices can be better applied in the design of digital education to meet the challenges of educational practitioners.

The aim of the Special Issue on Digital Education: Theory, Method and Practice is to provide both evidence-based research results on theories, methods and practices in digital education and provide examples of digital educational practices that enhance students’ learning in a digital era.

  • Rethinking pedagogy for a Digital Age: theories, approaches and methods to align with digital learners’ needs.
  • Learner engagement practices: designing active learning to motivate students.
  • Designing learning: complex learning environments with the use of technology in education, i.e., lifelong learning; online, blended and hybrid education, etc.  
  • Development of high-order skills and competencies with technology-enhanced methods and approaches.
  • Enhancing informal digital learning to reach all types of learners.
  • Innovations in digital technology: teaching and learning methods, assessment practices, and students’ guidance.
  • Challenging the teachers: professionalization of teachers in digital competences.
  • Digitalization of the disciplinary content: materials development, tools, resources and systems, etc.
  • The challenges and impact of new technologies in education: artificial intelligence, ChatGPT, etc.

Dr. Sonia M. Gómez Puente
Guest Editor

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

  • digital age
  • flexibilization of education
  • instructional design of technology-enhanced learning
  • digital pedagogy
  • emerging technologies in education
  • student’s engagement and motivation by digital tools

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (4 papers)

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

Research

20 pages, 2493 KiB  
Article
Education Practices Mediated by Digital Technologies: Mobilization and Teachers’ Strategies in Primary and Secondary Schools in Germany
by Eucidio Pimenta Arruda and Michael Kerres
Educ. Sci. 2024, 14(8), 838; https://doi.org/10.3390/educsci14080838 - 1 Aug 2024
Viewed by 1166
Abstract
This article presents the results of the research “post-pandemic education: understanding of analogic education and digital education from the perspective of educational institutions and teachers in Brazil and Germany”, whose main objective is to analyze how teachers and educational institutions mobilize [...] Read more.
This article presents the results of the research “post-pandemic education: understanding of analogic education and digital education from the perspective of educational institutions and teachers in Brazil and Germany”, whose main objective is to analyze how teachers and educational institutions mobilize and position themselves for the expansion of digital education practices. The following methods were used: documentary research with the German state secretariats of education, as well as documentary analysis of educational policies aimed at the implementation of digital information and communication technologies in compulsory education in Germany. We then proceeded to construct a large-scale survey to be answered by teachers of distinct levels of education. We contacted around 9400 compulsory education institutions in the three largest German states in terms of population. As a result, in general, teachers understand the importance of digital technologies in student education and demonstrate knowledge of the policies established by public agencies of the state. The mobilizations around digital pedagogical practices reveal the importance of considering teachers’ and students’ knowledge about technologies inside and outside the school context. The results allow us to understand the place that digital technologies occupy in the daily teaching routine. Full article
(This article belongs to the Special Issue Digital Education: Theory, Method and Practice)
►▼ Show Figures

Figure 1

18 pages, 331 KiB  
Article
Coding Decoded: Exploring Course Achievement and Gender Disparities in an Online Flipped Classroom Programming Course
by Smirna Malkoc, Alexander Steinmaurer, Christian Gütl, Silke Luttenberger and Manuela Paechter
Educ. Sci. 2024, 14(6), 634; https://doi.org/10.3390/educsci14060634 - 12 Jun 2024
Viewed by 1265
Abstract
In introductory programming courses (IPCs), students encounter various difficulties that are related to low achievement and high dropout and failure rates. Technology-rich approaches that promote self-directed learning while facilitating competency development and knowledge construction through social collaboration may offer advantages in this context. [...] Read more.
In introductory programming courses (IPCs), students encounter various difficulties that are related to low achievement and high dropout and failure rates. Technology-rich approaches that promote self-directed learning while facilitating competency development and knowledge construction through social collaboration may offer advantages in this context. The current study assesses such an instructional approach by (1) identifying antecedents and process variables related to course achievement in an online flipped classroom IPC and (2) testing for gender differences regarding antecedents, process variables, and course achievement. In the winter semester of 2020/21, a sample of 144 Austrian university students participated in a survey with measurements at different points in time. Multiple linear regression was carried out to explore factors related to course achievement. The results indicate that gender, achievement-avoidance goals, academic self-concept, engagement in asynchronous learning, and course satisfaction were positively related to achievement. In contrast, work avoidance was identified as a barrier to achievement. Additionally, multivariate analysis of variance (MANOVA) was employed to test gender differences. MANOVA revealed significant gender differences regarding learning goals, mathematical self-concept, work avoidance, and engagement in synchronous learning. There were no gender differences regarding course satisfaction or achievement. The study has implications for designing innovative programming courses that could foster course satisfaction and achievement and thus reduce dropout and failure rates. Full article
(This article belongs to the Special Issue Digital Education: Theory, Method and Practice)
15 pages, 265 KiB  
Article
Using Wikipedia to Develop 21st Century Skills: Perspectives from General Education Students
by Marvi Remmik, Ann Siiman, Riina Reinsalu, Maigi Vija and Andrus Org
Educ. Sci. 2024, 14(1), 101; https://doi.org/10.3390/educsci14010101 - 17 Jan 2024
Viewed by 2780
Abstract
Purpose: The aim of the study was to find out how and why students use Wikipedia and what their attitudes are towards Wikipedia as a source of information for learning. Methodology: The article is based on a quantitative study in which 381 Estonian [...] Read more.
Purpose: The aim of the study was to find out how and why students use Wikipedia and what their attitudes are towards Wikipedia as a source of information for learning. Methodology: The article is based on a quantitative study in which 381 Estonian school children participated in filling out an online survey. The questionnaire included both multiple-choice and open-ended questions. Findings: Statistical analyses and responses to open-ended questions showed that students often use Wikipedia as a primary source of information, but that their use of the site for learning tasks is guided by teachers’ attitudes and perceptions towards Wikipedia. Students perceive Wikipedia as a quick and convenient source of information but are uncertain about its reliability. Under teachers’ guidance, they have learnt to search for information and to be source-critical, while more attention is needed to develop academic literacy, including both text comprehension and text composition. Value: As there is still very little research on how Wikipedia is used for learning purposes in general education schools, the results of the study contribute to further discussion on the potential of Wikipedia as an innovative teaching tool for different subjects. Full article
(This article belongs to the Special Issue Digital Education: Theory, Method and Practice)
21 pages, 3474 KiB  
Article
From TPACK to DPACK: The “Digitality-Related Pedagogical and Content Knowledge”-Model in STEM-Education
by Christoph Thyssen, Johannes Huwer, Thomas Irion and Steffen Schaal
Educ. Sci. 2023, 13(8), 769; https://doi.org/10.3390/educsci13080769 - 27 Jul 2023
Cited by 21 | Viewed by 5569
Abstract
Digitalization is a keyword in the discourse of educational science, but it is often linked to technological challenges, although digital changes occur throughout society. Therefore, STEM teachers are required to cope with technological changes in the subject, the increasing and diverse education and [...] Read more.
Digitalization is a keyword in the discourse of educational science, but it is often linked to technological challenges, although digital changes occur throughout society. Therefore, STEM teachers are required to cope with technological changes in the subject, the increasing and diverse education and training technologies, and the ever-changing paths of information and communication of adolescents in their role as members of a changing society and culture. The TPACK-model focuses educators’ professional knowledge based on teachers’ expertise concerning technological knowledge per se and the pedagogy and content of their subjects. In contrast, knowledge relevant to daily life and social and cultural interaction beyond this is not clearly included in the TPACK-model at present. This article proposes supplementing the TPACK-model with the knowledge components of digital cultural transformations (digitality) and, therefore, extending the TPACK-model to a DPACK-model, where D stands for digitality. Therefore, digital transformation in STEM teaching requires additional professional knowledge considering the transformation of communication, mediatization and society. Through this expansion, the focus should also be directed on the necessity that children and young people in the digitally shaped world must also be able to critically reflect on the processes of change and shape them in an ethically responsible manner. For this reason, teachers require professional knowledge to reflect, analyze, use and shape the digital transformation, which is regularly demanded of them by national and international educational standards. As a foundation of STEM teachers’ education and training, an integrated model combining these facets of knowledge and skills is provided for discussion, and, as a result, quickly found its way into the educational policy guidelines and educational science discourses in Germany. In order to integrate the sociocultural consequences of digitalization into TPACK, this paper proposes a new hemisphere, sociocultural knowledge, which extends the existing TPACK components. Full article
(This article belongs to the Special Issue Digital Education: Theory, Method and Practice)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-4
Back to TopTop