New Challenges of E-Learning and Digital Education

A special issue of Future Internet (ISSN 1999-5903). This special issue belongs to the section "Internet of Things".

Deadline for manuscript submissions: closed (16 November 2021) | Viewed by 3518

Special Issue Editor

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Guest Editor
UNED University, Madrid, Spain
Interests: educational technologies; digital education; e-learning standards; educational modeling languages; educational data mining; personalized e-learning; online laboratories for education

Special Issue Information

Dear Colleagues,

The SARS-COV-2 pandemic during 2020 has shocked digital education and modified educational behaviors in a way that was unthinkable by the end of 2019, provoking deep changes in training and education that we are just beginning to notice.  Fortunately, the digital education industry and research institutions have faced this global disaster from a mature position due to the solid period of development of e-learning research and industry since 2000.  In this sense, we have witnessed a deep change in social relations and human interactions that have come to reshape digital education, as the new normal in education has catalyzed the usually slow transfer process from research to industry.

As a consequence, there is a need to interconnect new educational technologies to provide a more engaging educational experience in this new digital interaction model. On one hand, we need better student knowledge to provide tailored contents, assessment and remote tools in the cloud. Personalized learning, educational data mining and IA in education plays an important role, as long as more immersive tools and devices for education. On the other hand, social models have changed our disposition to use existing tools to provide new educational models.

The aim of this Special Issue is to collect these most recent innovations in the field of IT-based learning and educational technologies in this new frontier of digital education and to show how research has been applied to new digital education. We would like to gather researchers to discuss new ideas, research questions, recent results, and especially current and future challenges in digital education.

Potential topics include, but are not limited to:

  • Learning environments and remote lectures;
  • Personalized e-learning;
  • E-learning standards and authoring tools;
  • Educational modelling languages;
  • Learning objects;
  • Devices for learning;
  • Interactive ebooks in education;
  • Educational games;
  • Online laboratories for education;
  • Virtual and augmented reality;
  • E-learning tools and automatic assessment;
  • Adaptive and intelligent educational systems;
  • Educational data mining;
  • Learning analytics.

Dr. Miguel Rodríguez Artacho
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at 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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Future Internet 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 1600 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.


  • Learning environments
  • Educational technologies
  • Digital education
  • Personalized e-learning
  • Assessment
  • E-learning standards
  • E-learning tools

Published Papers (1 paper)

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25 pages, 3239 KiB  
Analysis of the State of Learning in University Students with the Use of a Hadoop Framework
by William Villegas-Ch., Milton Roman-Cañizares, Santiago Sánchez-Viteri, Joselin García-Ortiz and Walter Gaibor-Naranjo
Future Internet 2021, 13(6), 140; - 24 May 2021
Cited by 6 | Viewed by 2761
Currently, education is going through a critical moment due to the 2019 coronavirus disease that has been declared a pandemic. This has forced many organizations to undergo a significant transformation, rethinking key elements of their processes and the use of technology to maintain [...] Read more.
Currently, education is going through a critical moment due to the 2019 coronavirus disease that has been declared a pandemic. This has forced many organizations to undergo a significant transformation, rethinking key elements of their processes and the use of technology to maintain operations. The continuity of education has become dependent on technological tools, as well as on the ability of universities to cope with a precipitous transition to a remote educational model. That has generated problems that affect student learning. This work proposes the implementation of a Big Data framework to identify the factors that affect student performance and decision-making to improve learning. Similar works cover two main research topics under Big Data in education, the modeling and storage of educational data. However, they do not consider issues such as student performance and the improvement of the educational system with the integration of Big Data. In addition, this work provides a guide for future studies and highlights new insights and directions for the successful use of Big Data in education. Real-world data were collected for the evaluation of the proposed framework, the collection of these being the existing limitation in all research due to generalized rejection of data consent. Full article
(This article belongs to the Special Issue New Challenges of E-Learning and Digital Education)
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