Special Issue "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: 31 July 2021.

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
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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
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Dr. Jon Mason
E-Mail Website
Guest Editor
College of Education, Charles Darwin University, Darwin NT 0909, Australia
Interests: open educational practices; inquiry-based learning; sense making; scaffolding student questioning; Education 4.0; global competency frameworks; international standardization
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Prof. Dr. Cleo Sgouropoulou
E-Mail Website1 Website2
Guest Editor
Department of Informatics and Computer Engineering, University of West Attica, Egaleo 12244, Greece
Interests: e-learning; open educational resources (OER); learning outcomes; competence and skill modeling for strengthening LLL; mobility and training to employment pathways; open data and analytics for e-research
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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 and Collections 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

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://doi.org/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://doi.org/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://doi.org/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://doi.org/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://doi.org/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://doi.org/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://doi.org/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://doi.org/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://doi.org/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 papers will be 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 1400 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 (3 papers)

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Article
Facilitating Student Understanding through Incorporating Digital Images and 3D-Printed Models in a Human Anatomy Course
Educ. Sci. 2021, 11(8), 380; https://doi.org/10.3390/educsci11080380 - 26 Jul 2021
Viewed by 260
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
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Article
Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments
Educ. Sci. 2021, 11(4), 152; https://doi.org/10.3390/educsci11040152 - 29 Mar 2021
Viewed by 591
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
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Article
Using Phenomenological Methodology with Thematic Analysis to Examine and Reflect on Commonalities of Instructors’ Experiences in MOOCs
Educ. Sci. 2021, 11(5), 203; https://doi.org/10.3390/educsci11050203 - 26 Apr 2021
Viewed by 393
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
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