Special Issue "Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All"

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

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
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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

Dr. Christian M. Stracke
Prof. Dr. Daniel Burgos
Dr. Jon Mason
Prof. Dr. Cleo Sgouropoulou
Prof. Dr. Jin Gon Shon
Guest Editors

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 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. Sustainability is an international peer-reviewed open access semimonthly 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 1900 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 (2 papers)

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Research

Article
Pre-Service Teachers’ Perceptions of Emotions and Self-Regulatory Learning in Emergency Remote Learning
Sustainability 2021, 13(13), 7111; https://doi.org/10.3390/su13137111 - 24 Jun 2021
Viewed by 372
Abstract
This study explored emotions and self-regulatory learning in postgraduate students, forced to transition to emergency remote teaching, at a Hong Kong university after the start of the academic semester. Self-regulation is a critical factor for successful online learning, and emotions are important antecedents [...] Read more.
This study explored emotions and self-regulatory learning in postgraduate students, forced to transition to emergency remote teaching, at a Hong Kong university after the start of the academic semester. Self-regulation is a critical factor for successful online learning, and emotions are important antecedents of self-regulated learning. The study adopted a two-phase research design, with an initial online questionnaire (n = 52) followed by semi-structured interviews (n = 16) to gain a rich and holistic understanding of students’ experiences. Our findings indicate that: (1) locating a suitable location to attend online classes and sharing problems with classmates were the two most frequently self-regulatory learning strategies employed by students; (2) students experienced some enjoyment attending online classes but experienced increased pressure and time commitment to complete assigned work; (3) students found online learning to lack a sense of community, making it challenging to interact with classmates. The findings suggest teachers need to incorporate various synchronous and asynchronous collaborative activities, and they need to increase their own and students’ presence online to motivate and facilitate effective teaching and learning. Full article
Article
Combating the Coronavirus Pandemic in Small Schools
Sustainability 2021, 13(13), 7086; https://doi.org/10.3390/su13137086 - 24 Jun 2021
Viewed by 324
Abstract
Due to the COVID-19 pandemic, the issue of distance education in primary schools has become a much-discussed topic. It is therefore no surprise that the issues related to it have come to the forefront of many researchers. There is, however, at least one [...] Read more.
Due to the COVID-19 pandemic, the issue of distance education in primary schools has become a much-discussed topic. It is therefore no surprise that the issues related to it have come to the forefront of many researchers. There is, however, at least one group that has stayed relatively unnoticed, and it is so-called small schools. Thus, we conducted a qualitative study based on the phenomenological approach, searching for answers to our research question: What has been the experience of the directors of small schools with distance education during the pandemic? Our findings offer an in-depth insight into the life of six schools through the eyes of their directors. Semi-structural interviews with school directors helped us reveal three key factors that, in our opinion, had the greatest influence on the form of distance education. These are (1) the factor of ICT competence of all actors, (2) the factor of organization of educational settings, and (3) the factor of the teaching methods and forms used in education. Furthermore, we conclude the result section with a subchapter that captures the positive aspects of distance education as perceived by the addressed school directors. Full article
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