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Digital Learning in Open and Flexible Environments

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

Deadline for manuscript submissions: closed (1 December 2020) | Viewed by 52296

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Special Issue Editors

Prof. Dr. Julio Ruiz-Palmero

E-Mail Website
Guest Editor

Faculty of Education Sciences, Universidad de Málaga, Bulevar Louis Pasteur, 25, 29071 Málaga, Spain
Interests: teaching and learning; pedagogy and education; learning; teacher training; information and communication technology; E-learning; pedagogy; collaborative learning; online learning; technology enhanced learning
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Melchor Gómez-García

E-Mail Website
Guest Editor

Department of Pedagogy, Universidad Autónoma Madrid, 28049 Madrid, Spain
Interests: educational technology; sustainable education; social networks; digital learning; technopedagogy
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

One of the main assets that Information and Communication Technologies (ICT) have brought to the educational field in recent years with the emergence of networks, applications and new tools, has been the wide range of possibilities that have opened in the field of formal and non-formal learning in open and flexible environments.

Nowadays, the need to make the training offer flexible and adapt it to the reality around us, evolving from closed teaching models to open and flexible ones, makes the integration of technology a priority, making possible for students to opt for subjects in which methodologies and the use of ICT’s accommodate their needs and working times. The main objective of this monograph is to present different experiences and relevant contributions related to learning strategies in open and flexible training environments, both from a theoretical and methodological point of view.

References:

Avello Martínez, Raidell, & Duart, Josep M. (2016). Nuevas tendencias de aprendizaje colaborativo en e-learning: Claves para su implementación efectiva. Estudios pedagógicos (Valdivia), 42(1), 271-282. https://dx.doi.org/10.4067/S0718-07052016000100017

Gros Salvat, B. (2018). La evolución del e-learning: del aula virtual a la red. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 69-82. doi:https://doi.org/10.5944/ried.21.2.20577

Marín Díaz, V. y Cabero Almenara, J. (2019). Las redes sociales en educación: desde la innovación a la investigación educativa. RIED. Revista Iboeroamericana de Educación a Distancia, 22 (2), 25-33.

Salinas, J. (2013). Enseñanza Flexible y Aprendizaje Abierto, Fundamentos clave de los PLEs. En L. Castañeda y J. Adell (Eds.), Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red (pp. 53-70). Alcoy: Marfil.

Salinas Ibáñez, J. M. (2006). Enseñanza flexible, aprendizaje abierto. Las redes como herramienta para la formación. Edutec. Revista Electrónica De Tecnología Educativa, (10), a010. https://doi.org/10.21556/edutec.1999.10.567

Prof. Dr. Julio Ruiz-Palmero
Prof. Dr. Melchor Gómez-García
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 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

Educational innovation
E-learning
Teacher training
B- learning
Open education

Published Papers (10 papers)

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Research

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17 pages, 2823 KiB

Open AccessArticle

Cloud-Based ICME Software Training

by Lukas Koschmieder, Ralph Altenfeld, Janin Eiken, Bernd Böttger and Georg J. Schmitz

Educ. Sci. 2021, 11(1), 5; https://doi.org/10.3390/educsci11010005 - 24 Dec 2020

Viewed by 2473

Abstract

Hands-on type training of Integrated Computational Materials Engineering (ICME) is characterized by assisted application and combination of multiple simulation software tools and data. In this paper, we present recent experiences in establishing a cloud-based infrastructure to enable remote use of dedicated commercial and open access simulation tools during an interactive online training event. In the first part, we summarize the hardware and software requirements and illustrate how these have been met using cloud hardware services, a simulation platform environment, a suitable communication channel, common workspaces, and more. The second part of the article focuses (i) on the requirements for suitable online hands-on training material and (ii) on details of some of the approaches taken. Eventually, the practical experiences gained during three consecutive online training courses held in September 2020 with 35 nominal participants each, are discussed in detail. Full article

(This article belongs to the Special Issue Digital Learning in Open and Flexible Environments)

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19 pages, 801 KiB

Open AccessArticle

Argumentation within Upper Secondary School Student Groups during Virtual Science Learning: Quality and Quantity of Spoken Argumentation

by Marko Telenius, Eija Yli-Panula, Veli-Matti Vesterinen and Marja Vauras

Educ. Sci. 2020, 10(12), 393; https://doi.org/10.3390/educsci10120393 - 19 Dec 2020

Cited by 8 | Viewed by 2884

Abstract

In many studies, the focus has been on students’ written scientific argumentation rather than on their spoken argumentation. The main aim of this study was to relate the quality of spoken argumentation to groups’ learning achievement during a collaborative inquiry task. The data included video recordings of six groups of three upper secondary students performing a collaborative inquiry task in a virtual learning environment. The target groups were selected from a larger sample of 39 groups based on their group outcome: two low, two average, and two high-outcome groups. The analysis focused on argumentation chains during the students’ discussions in the planning, experimentation, and conclusion phases of the inquiry task. The core of the coding scheme was based on Toulmin’s levels of argumentation. The results revealed differences between the different groups of students, with the high-performing groups having more argumentation than the average and low-performing groups. In high-performing groups, the students asked topic-related questions more frequently, which started the argumentative discussion. Meanwhile, there were few questions in the low-performing groups, and most did not lead to discussion. An evaluation scheme for the quality of the arguments was created and the spoken argumentation was analyzed using a computer-based program. The results may be used to benefit subject teacher education and to raise teachers’ awareness of their students’ scientific, topic-related discussions. Full article

(This article belongs to the Special Issue Digital Learning in Open and Flexible Environments)

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11 pages, 280 KiB

Open AccessArticle

The Relevance of Mobile Applications in the Learning of Physical Education

by Lilyan Vega-Ramírez, Rubén Olmedilla Notario and María Alejandra Ávalos-Ramos

Educ. Sci. 2020, 10(11), 329; https://doi.org/10.3390/educsci10110329 - 13 Nov 2020

Cited by 8 | Viewed by 3538

Abstract

Mobile telephony has developed exponentially, offering a multitude of services that could be optimal for the educational field of physical and sports activity (PSA). The objective of this research was to analyze the use of smartphone by 40 Spanish teenagers and assess the degree of satisfaction of the Polar Beat application within the subject of physical education in high school. The instruments used were two quantitative questionnaires and the data were analyzed with the statistical package SPSS 24.0. The teenagers recognized that they use the smartphone for instant messaging, telephone calls and downloads of games and tunes. The Polar Beat application in physical education classes has allowed them a better understanding of the content developed; the students affirmed that their motivation towards PSA increased with the knowledge and use of the Polar Beat app and that smartphones are innovative and effective tools. With all this, the mobile phone could be an educational tool that awakens interest in teenagers and teachers. Full article

(This article belongs to the Special Issue Digital Learning in Open and Flexible Environments)

20 pages, 3301 KiB

Open AccessArticle

Digital Education and Artistic-Visual Learning in Flexible University Environments: Research Analysis

by Mariana-Daniela González-Zamar, Emilio Abad-Segura, Antonio Luque de la Rosa and Eloy López-Meneses

Educ. Sci. 2020, 10(11), 294; https://doi.org/10.3390/educsci10110294 - 22 Oct 2020

Cited by 17 | Viewed by 4168

Abstract

The constant development of digital technologies has allowed living in a digital environment based on connections, also transforming the context of the educational process. Experiences show that digital technologies have influenced the way of learning and, consequently, the way of teaching. Learning in the digital age is a complex process since it is a multifaceted and diverse action. The aim of this research is to identify global trends in digital education and its link with the learning of artistic and visual education in higher education settings, during the period 2000–2019. For this, bibliometric techniques have been applied to 1291 documents, obtaining results from the scientific activity of the main authors, research institutions, and countries that promote this topic. The data show increasing relevance, particularly in the last three years. The main subject area is the social sciences. The study has detected the lines of research that are related to the Internet, education, visuals, computer programs, learning, digital media literacy, and educational technology. This work contributes to the academic, scientific, and institutional debate to enhance decision-making based on existing information. Full article

(This article belongs to the Special Issue Digital Learning in Open and Flexible Environments)

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20 pages, 352 KiB

Open AccessArticle

University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

by Ernesto Colomo-Magaña, Roberto Soto-Varela, Julio Ruiz-Palmero and Melchor Gómez-García

Educ. Sci. 2020, 10(10), 275; https://doi.org/10.3390/educsci10100275 - 10 Oct 2020

Cited by 37 | Viewed by 7300

Abstract

In a digital and interconnected context, where educational processes are in constant change, active methodologies take on a relevant role by making students the protagonists of their learning. Among the different possibilities, the flipped classroom stands out for its time optimization, the incorporation of technological resources, and the personalization of the processes. The aim of this research is to analyze the perception of higher education students about the usefulness of the flipped classroom as a methodology. The information was collected with a validated instrument, which was applied to a sample of 123 students from the Faculty of Educational Sciences of the University of Málaga (Spain). A positive evaluation of the usefulness of the flipped classroom as a learning methodology was reflected in the results, highlighting its instrumental dimension. Significant differences were perceived regarding the usefulness of the flipped classroom for the promotion of autonomous learning, which had a superior valuation according to women. In conclusion, the flipped classroom stands as a methodological alternative to promote learning that has a positive evaluation from the students that made up the sample. Full article

(This article belongs to the Special Issue Digital Learning in Open and Flexible Environments)

19 pages, 4715 KiB

Open AccessArticle

Patrimonializarte: A Heritage Education Program Based on New Technologies and Local Heritage

by Leticia Castro-Calviño, Jairo Rodríguez-Medina, Cosme J. Gómez-Carrasco and Ramón López-Facal

Educ. Sci. 2020, 10(7), 176; https://doi.org/10.3390/educsci10070176 - 1 Jul 2020

Cited by 14 | Viewed by 3491

Abstract

This paper presents the design of the Patrimonializarte program, which has been implemented in six classes and three different educational levels in two schools in Galicia (Spain). It involves working with elements of heritage in proximity to the schools’ pupils by employing Information and Communication Technology (ICT) tools. The objectives are (a) to find out if the design is coherent and relevant according to expert judgement and (b) to discover whether the activities related with new technologies are effective according to the evaluation of those involved in the program. This is evaluation research employing mixed methods in which a collective study of cases is carried out. The main results show (1) the evaluation of the design and the tools of the program achieve an optimal degree of agreement according to the panel of experts as far as the variables measured are concerned, and (2) the schoolchildren and teaching staff provide a positive evaluation of the use of ICT tools for working with heritage. E-learning and m-learning make it possible to motivate pupils in the learning and teaching process. Working with ICT tools acquires importance with regard to the possibilities they offer to disseminate the heritage. An integral evaluation of programs is considered relevant in order to understand their multi-dimensionality. Full article

(This article belongs to the Special Issue Digital Learning in Open and Flexible Environments)

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12 pages, 497 KiB

Open AccessArticle

Gender and Digital Teaching Competence in Dual Vocational Education and Training

by Jesús Sánchez Prieto, Juan Manuel Trujillo Torres, Melchor Gómez García and Gerardo Gómez García

Educ. Sci. 2020, 10(3), 84; https://doi.org/10.3390/educsci10030084 - 24 Mar 2020

Cited by 45 | Viewed by 5911

Abstract

In recent decades, technological advances have been revolutionizing all areas of society, including the teaching resources and methodologies used in the world of education. Teachers are in the process of adapting to develop the digital skills they need for the use of Information and Communication Technologies (ICTs), a process that must be permanent and in which there are still knowledge gaps undermining its application. This study aims to determine whether this lack of digital skills is influenced by the gender of teachers, for example, whether there is a gender gap in ICT application in teaching, specifically Dual Vocational Education and Training, which is a teaching area that has been growing exponentially in recent years. A descriptive quantitative method has been used for this study with a sample of 1568 teachers of Dual Vocational Education and Training from the Autonomous Community of Andalusia, with data collected through a questionnaire. The results show that while the level of knowledge of ICT resources is medium among this group and is therefore improvable, there are no significant gender differences between teachers with respect to the application of e-skills by teaching professionals, despite the existence in other contexts of a large digital gender gap in new technology professionals. Full article

(This article belongs to the Special Issue Digital Learning in Open and Flexible Environments)

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10 pages, 2078 KiB

Open AccessArticle

Digital Workbooks in Flipped Nutrition Education: Student Perspectives’

by Sarah Burkhart and Dana Craven

Educ. Sci. 2020, 10(1), 22; https://doi.org/10.3390/educsci10010022 - 16 Jan 2020

Cited by 5 | Viewed by 5041

Abstract

Nutrition and dietetic (N&D) education is traditionally taught didactically; however, the flipped classroom approach (FCA) is an emerging pedagogical approach in this discipline. Technological tools providing cognitive support enhance learning, particularly when students are engaged. In N&D education, students have reported the FCA as engaging; however, evidence for how best to integrate technologies into the FCA is limited. The aim of this research is to explore undergraduate nutrition and dietetic students’ self-reported perceptions of the use of a digital workbook in nutrition courses designed and delivered using an FCA. A cross-sectional self-administered online survey was utilised to investigate Australian undergraduate student (N = 39) satisfaction, frequency of use, engagement with, and usefulness of a digital workbook. Most students (87%) were satisfied/very satisfied with the digital workbook as a tool for learning, applying and consolidating/revising course content. Most students (95%) agreed the digital workbook was engaging, providing comments related to workbook design, encouraged participation and novelty. Most useful aspects reported were workbook structure, development of a learning artefact, self-directed aspects and convenience, whereas, least useful aspects included technological issues. The use of a digital workbook in N&D education was well received and is an innovative approach to delivering courses taught with an FCA. Full article

(This article belongs to the Special Issue Digital Learning in Open and Flexible Environments)

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10 pages, 574 KiB

Open AccessArticle

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

by Isabel María Gómez-Trigueros, Mónica Ruiz-Bañuls and Delfín Ortega-Sánchez

Educ. Sci. 2019, 9(4), 274; https://doi.org/10.3390/educsci9040274 - 14 Nov 2019

Cited by 46 | Viewed by 8381

Abstract

This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) Through a mixed methodology, knowledge and perceptions of basic technological concepts and tools of our trainee teachers are identified. The instrument used has been a Likert scale questionnaire, adapted and validated by experts from the participating universities. Its internal consistency demonstrates its worth and functionality for the proposed analysis (α = 0.958). The first results show a clear lack of knowledge of certain technological concepts essential for their future teaching work and, in turn, show significant differences regarding the knowledge of ICTs according to the age of the participants. Full article

(This article belongs to the Special Issue Digital Learning in Open and Flexible Environments)

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Review

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12 pages, 240 KiB

Open AccessReview

Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review

by Krisjanis Nesenbergs, Valters Abolins, Juris Ormanis and Artis Mednis

Educ. Sci. 2021, 11(1), 8; https://doi.org/10.3390/educsci11010008 - 31 Dec 2020

Cited by 60 | Viewed by 7994

Abstract

In this systematic umbrella review we aggregate the current knowledge of how virtual and augmented reality technologies are applicable to and impact remote learning in higher education; specifically, how they impact such learning outcomes as performance and engagement in all stages of higher education from course preparation to student evaluation and grading. This review was done as part of a state wide research effort of Latvia, to mitigate the impact of COVID-19 and specifically to provide a framework for a technological transformation of education in this context. In this work we search the Scopus and Web of Science databases for articles describing the use of virtual and/or augmented reality technologies in remote learning for higher education and their impact on learning outcomes. We identified 68 articles from which, after multiple screening and eligibility phases, nine review articles were left for extraction phase in which 30 structural elements with corresponding interventions and measured effects were extracted. Of these, 24 interventions had a measured effect on student performance (11 positive, seven negative, six no impact) and six interventions had a measured effect on student engagement (all six positive). Full article

(This article belongs to the Special Issue Digital Learning in Open and Flexible Environments)

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