Active Teaching and Learning: Educational Trends and Practices
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (31 October 2024) | Viewed by 38689
Special Issue Editors
Interests: Greek and Latin philology; Medieval and Early Modern cultural history; Medieval and Renaissance literature; visual culture; language and literature didactics
Special Issues, Collections and Topics in MDPI journals
Interests: education and citizenship in the global era; education for sustainability; gender equality and women's empowerment (goal 5: sustainable development objectives); curricular inclusion of social problems in education; anthropology and teaching of the social and human sciences; language and literature didactics; mixed methods research
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
In line with current approaches to competency-based learning, the purpose of active learning should respond to students' abilities to apply cognitive skills related to the search for, synthesis and critical analysis of information, and problem solving (creative thinking). By posing problems related to students' previous experience and interests, this teaching–learning model aims to generate significant learning, the acquisition of which can be favored by the implementation of ICT resources [1].
The COVID-19 pandemic led to immediate decisions regarding the rapid implementation of online teaching, at all educational levels. The inevitable translation of the traditional classroom into new digital teaching and learning environments has tested the self-efficacy and digital competence of teachers [2], promoted the review of the technical–pedagogical functionalities of ICT in education [3], and has driven the design, development and evaluation of new teaching practices and experiences.
In this context, this Special Issue aims to answer educational research and innovation questions, such as the following:
→ What educational practices and teaching experiences have been developed in recent years in relation to active teaching and learning?
→ How do the social agents involved in education (educational centers, families, media, etc.) act to achieve quality education (Sustainable Development Goal 4)? What are the socioeconomic, gender-related and digital problems preventing the achievement of active learning?
→ In addition to its technical functionality, what is the pedagogical role of ICT in this area?
→ What is the level of self-efficacy in terms of digital competence of teachers in early childhood education, primary education, secondary education and higher education in their design of teaching programs for active learning?
→ Can we speak of a growing need for critical literacy in online education and in face-to-face education to promote true active learning?
Research articles based on the application of rigorous methodological designs, both quantitative and qualitative, whose results make a significant contribution to the research topic, will be welcome.
[1] García Jiménez, S.; Roig-Vila, R. Tecnología, innovación e investigación en los procesos de enseñanza-aprendizaje. Octaedro: Barcelona, Spain, 2016; pp. 535-545.
[2] Ortega-Sánchez, D.; Gómez-Trigueros, I.M.; Trestini, M.; Pérez-González, C. Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students. Multimodal Technol. Interact. 2020, 4, 74. https://doi.org/10.3390/mti4040074
[3] Gómez-Trigueros, I.M.; Ruiz-Bañuls, M.; Ortega-Sánchez, D. Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies). Educ. Sci. 2019, 9, 274. https://doi.org/10.3390/educsci9040274
Prof. Dr. Carlos Pérez-González
Prof. Dr. Delfín Ortega-Sánchez
Guest Editors
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Keywords
- active teaching and learning
- early childhood education
- primary education
- secondary education
- higher education
- teacher digital competence
- solving problems
- measurement
- questionnaires
- survey
- interview
- focus groups
- emerging technologies
- education and digital society
- educational trends and practices
- educational practices
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