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Sustainable Inspiration of Flexible Education

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

Deadline for manuscript submissions: closed (10 May 2023) | Viewed by 32419

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Special Issue Editors

Prof. Dr. Harrison Hao Yang

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Guest Editor

Curriculum and Instruction Department, State University of New York at Oswego, Oswego, NY, USA
Interests: blended learning; information literacy; technology integration; online learning communities and environments
Special Issues, Collections and Topics in MDPI journals

Dr. Richard Chen Li

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Guest Editor

Department of Applied Social Sciences and Department of Computing, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
Interests: flexible learning; multimedia technologies; immersive learning; virtual reality and augmented reality
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Dr. Simon K. S. Cheung

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Guest Editor

Information Technology Office, Hong Kong Metropolitan University, Hong Kong International Hybrid Learning Society, Ho Man Tin, Hong Kong, China
Interests: blended learning; open educational resources; technology-mediated learning; component-based systems; concurrent process control
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Dr. Lam For Kwok

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Guest Editor

HKCT Institute of Higher Education, Ma On Shan, Hong Kong
Interests: blended learning; smart learning environment; learning analytics
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The COVID-19 pandemic has radically transformed teaching and learning in higher education. One of the most significant changes is the wide adoption of online or blended learning mediated by educational technologies, including virtual classrooms, open online courses, collaborative virtual environments, social media, etc. (Peñarrubia-Lozano et al., 2021; Chen, 2022) The ultimate aim is to enable flexible learning to cope with the social distancing measures in place due to the unprecedented pandemic.

While some shared traits of these technologies, such as connectivity and interactivity, definitely enable new forms of flexible learning, whether they can cope with learning needs and expectations in the new normal era is yet to be thoroughly explored. As the current situation is likely going to last for a longer period of time, it is time for researchers and practitioners in the field to conceptualize various technology-mediated ideas, approaches, measures, and practices so that flexible learning can be effectively sustained.

The aim of this Special Issue is to solicit new findings regarding how flexible education can be sustained with technology-mediated measures, approaches, and practices. Original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

Adaptive learning;
Computer-supported collaborative learning;
E-learning and online learning;
Game-based learning;
Improved flexibility of learning processes;
Interactive blended learning systems;
Massive open online courses;
Mobile learning and ubiquitous learning;
Open education resources;
Pedagogical and psychological issues;
Personalized learning;
Podcasting and broadcasting;
Practices in borderless education;
Social media for teaching and learning;
Virtual reality for teaching and learning.

We look forward to receiving your contributions.

Reference

Chen, R. H. (2022). Effects of Deliberate Practice on Blended Learning Sustainability: A Community of Inquiry Perspective. Sustainability, 14(3), 1785.

Peñarrubia-Lozano, C., Segura-Berges, M., Lizalde-Gil, M., & Bustamante, J. C. (2021). A qualitative analysis of implementing e-learning during the COVID-19 lockdown. Sustainability, 13(6), 3317.

Prof. Dr. Harrison Hao Yang
Dr. Richard Chen Li
Dr. Simon K.S. Cheung
Dr. Lam For Kwok
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 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 2400 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

flexible learning
sustainable education
online learning
blended learning
technology-mediated learning
open education

Published Papers (12 papers)

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Editorial

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4 pages, 187 KiB

Open AccessEditorial

Unleashing the Potentials of Flexible Education with Pedagogical and Technological Innovations

by Harrison Hao Yang, Richard Chen Li, Simon K. S. Cheung and Lam For Kwok

Sustainability 2023, 15(20), 14915; https://doi.org/10.3390/su152014915 - 16 Oct 2023

Viewed by 703

Abstract

The COVID-19 global pandemic had a profound impact on the education sector, forcing many educational institutions worldwide to adapt to new modes of teaching and learning rapidly [...] Full article

(This article belongs to the Special Issue Sustainable Inspiration of Flexible Education)

Research

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13 pages, 1020 KiB

Open AccessArticle

Identifying Optimal Approaches for Sustainable Maritime Education and Training: Addressing Technological, Environmental, and Epidemiological Challenges

by Jongkwan Kim, Changhee Lee, Moonsoo Jeong, Eunbyul Cho and Younggyu Lee

Sustainability 2023, 15(10), 8092; https://doi.org/10.3390/su15108092 - 16 May 2023

Cited by 2 | Viewed by 2319

Abstract

Maritime education and training (MET) for seafarers who operate ships has struggled to flexibly adapt to technological and environmental changes. In particular, as social demand for online MET arose due to COVID-19, the need for sustainable MET beyond traditional teaching methods grew exponentially. In order to identify the most optimal MET methods among face-to-face and online methods, this study reviewed the concepts and applications of existing MET methods, grouped them using a fuzzy analytic hierarchy process, and supplemented this structure through a designed survey. The results showed that the online methods had the greatest weight, and the “XR (extended reality) within the metaverse” teaching method had the highest priority. This study identified which MET methods should be prepared for the post-COVID era through quantitative analysis. We confirmed the need for attention to XR within the metaverse as a field of online methods in the future. Furthermore, our findings reveal that online education platforms via metaverse-based “expansion” and “connection” are needed, and pave the way for future research to expand empirical studies on MET satisfaction regarding existing International Maritime Organization model courses. Full article

(This article belongs to the Special Issue Sustainable Inspiration of Flexible Education)

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14 pages, 1855 KiB

Open AccessArticle

Acceptance of Social Media for Study Purposes—A Longitudinal Case Study

by Miloslava Černá and Anna Borkovcová

Sustainability 2023, 15(9), 7295; https://doi.org/10.3390/su15097295 - 27 Apr 2023

Viewed by 1494

Abstract

Background: Social media is a ubiquitous phenomenon that serves as a tool for communication, collaboration, and creativity. In the long term, it has an indispensable place in the field of education. The research paper discusses the use of certain social networking sites where learning management systems are extensively and consistently used in the teaching and learning process at universities. The rapid transition to online platforms had a tremendous impact on the educational process, exposing and promoting the effectiveness of heutagogy. The circumstances made it necessary to emphasize the value of self-directed learning and the capacity to identify educational requirements and strategies for reaching study objectives. This kind of research corresponds to the increased need to develop desired self-study skills in students. Objectives: The goal of the paper is to demonstrate how undergraduate students perceive the trends in acceptance and the degree of appropriateness of social media for academic purposes. Methods: Research on social media use in education was inspired by a review of the literature. The purpose of the questionnaire is to track awareness, use, general satisfaction, communication, testing, and revision. The set of social media examined in the survey (years 2021 and 2022) was modified to reflect the social media landscape at the time. This study compares the findings of four different studies. The outcomes are displayed in graphs. Results: Two areas are analyzed: social media as a means of communication in the process of education and social media as a tool enabling students’ revision and testing of study materials. The first two studies, which were conducted in 2014 and 2019, are based on the same set of examined social media and fit the comparison, enabling to define the trend in students’ perceived satisfaction with social media for study purposes. The third and fourth studies discussed in this paper were run during the winter semesters of 2021 and 2022. Conclusions: The most significant differences between 2021 and 2022 can be seen in Instagram, Twitch, and other platforms, where a substantial drop in satisfaction in the communication field can be seen. The biggest difference in revision and testing is found in Facebook, Twitch, and Teams, which are abandoning online teaching and learning after the COVID-19 event. Social media use for studying has significantly decreased, with noteworthy decreases in Wiki, Facebook, and video calls. Full article

(This article belongs to the Special Issue Sustainable Inspiration of Flexible Education)

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13 pages, 259 KiB

Open AccessArticle

Evaluation of Hybrid Learning and Teaching Practices: The Perspective of Academics

by Kam Cheong Li, Billy T. M. Wong, Reggie Kwan, Hon Tung Chan, Manfred M. F. Wu and Simon K. S. Cheung

Sustainability 2023, 15(8), 6780; https://doi.org/10.3390/su15086780 - 17 Apr 2023

Cited by 7 | Viewed by 6870

Abstract

This paper presents a study on the evaluation of hybrid learning and teaching practices by academics. A mixed research method involving a questionnaire survey and a focus group interview was employed to gather academics’ feedback on their experience in delivering hybrid instruction in a synchronous manner in which on-site and remote students attended classes simultaneously, their students’ hybrid learning effectiveness, and their suggestions for improvement. The questionnaire was administered to 76 academics from a university in Hong Kong where hybrid learning and teaching were implemented, and the focus group interview involved 10 academics. The findings reveal that the participating academics perceived themselves as having an overall high degree of readiness to handle technical issues. They expressed that the students from their hybrid classes had lower levels of interaction, engagement, and motivation than those from traditional face-to-face classes. The participants also reported their challenges regarding hybrid learning and teaching, including heavy workload for lesson preparation and face-to-face and online classroom management, unfamiliarity with interactive teaching design suitable for hybrid classes, and difficulties in monitoring students’ learning process. They provided suggestions for the improvement of hybrid classes, ranging from the provision of technological support to professional development for enhancing students’ online interaction and engagement. These findings contribute to revealing academics’ experience in practising hybrid learning and teaching and identifying ways to address their challenges. Full article

(This article belongs to the Special Issue Sustainable Inspiration of Flexible Education)

16 pages, 1509 KiB

Open AccessArticle

Effects of Digital Game-Based Learning on Students’ Cyber Wellness Literacy, Learning Motivations, and Engagement

by Ke Wang, Panpan Liu, Junyi Zhang, Jinping Zhong, Xianfei Luo, Jingxiu Huang and Yunxiang Zheng

Sustainability 2023, 15(7), 5716; https://doi.org/10.3390/su15075716 - 24 Mar 2023

Cited by 6 | Viewed by 3029

Abstract

The Internet has become an essential part of our daily life, but excessive Internet use may lead to a number of risks such as Internet addiction. In order to protect teenagers from the risks, it is important to guide them to use the Internet in a safe, responsible, and ethical way. Cyber wellness literacy, as the core issue of digital citizenship, plays a vital role in the physical and mental well-being of individuals and should be given high priority. While some studies have explored the integration of digital citizenship into school education through digital game-based learning (DGBL), the influence of digital games on teenagers’ learning outcomes, learning motivation, and engagement in the field of cyber wellness remains unclear. It is, therefore, a challenge to provide cyber wellness literacy learning activities that empower students to keep away from Internet addiction and maintain a happy, healthy, and safe digital life. This study addressed the issue of Internet addiction from the perspective of digital citizenship, and designed and implemented a digital game-based course in a middle school. The study then explored the potential impact of DGBL on improving students’ cyber wellness literacy, motivation, and engagement. The statistical results show that DGBL not only promoted the students’ cyber wellness literacy in preventing Internet addiction, but also enhanced their motivations and emotional engagement. Full article

(This article belongs to the Special Issue Sustainable Inspiration of Flexible Education)

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16 pages, 874 KiB

Open AccessArticle

New Blended Learning Enriched after the COVID-19 Experience? Students’ Opinions

by Ivana Simonova, Ludmila Faltynkova and Katerina Kostolanyova

Sustainability 2023, 15(6), 5093; https://doi.org/10.3390/su15065093 - 13 Mar 2023

Cited by 4 | Viewed by 2163

Abstract

Online distance instruction (ODI), as a response to COVID-19 restrictions, had a great impact on education around the world. The main objective of the presented research is to monitor students’ opinions and answer the question of whether teachers enriched face-to-face lessons enhanced by digital technologies (i.e., blended learning) after the COVID-19 pandemic with the methods and tools that they used during ODI in the pandemic. Data were collected at selected upper secondary and higher education institutions for medical staff in the Czech Republic (N = 488) using online questionnaires in autumn 2021 (end of ODI) and in autumn 2022 (a year of blended learning). The questionnaires consisted of 35 items that required students’ opinions on the Likert scale, multiple-choice items with one or more answers, and open answers. The frequency of occurrence was monitored according to four criteria: (1) First contact and teacher-student communication, (2) learning content acquisition, (3) learning content delivery and assessment, (4) students’ final feedback on ODI. The results did not show much enrichment of blended learning using the experience from ODI. On the one hand, presentations were more frequently exploited in blended learning than in ODI. On the other hand, teachers did not use one channel to deliver study materials and conduct communication as they had done during ODI. We cannot deduce the reasons for teachers’ behavior from the collected data, but students were sure that these changes did not help them in learning. Full article

(This article belongs to the Special Issue Sustainable Inspiration of Flexible Education)

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16 pages, 2690 KiB

Open AccessArticle

The Impact of Dashboard Feedback Type on Learning Effectiveness, Focusing on Learner Differences

by Han Wang, Tao Huang, Yuan Zhao and Shengze Hu

Sustainability 2023, 15(5), 4474; https://doi.org/10.3390/su15054474 - 2 Mar 2023

Cited by 3 | Viewed by 2491

Abstract

With the exponential growth of educational data, increasing attention has been given to student learning supported by learning analytics dashboards. Related research has indicated that dashboards relying on descriptive analytics are deficient compared to more advanced analytics. However, there is a lack of empirical data to demonstrate the performance and differences between different types of analytics in dashboards. To investigate these, the study used a controlled, between-groups experimental method to compare the effects of descriptive and prescriptive dashboards on learning outcomes. Based on the learning analytics results, the descriptive dashboard describes the learning state and the prescriptive dashboard provides suggestions for learning paths. The results show that both descriptive and prescriptive dashboards can effectively promote students’ cognitive development. The advantage of prescriptive dashboard over descriptive dashboard is its promotion in learners’ learning strategies. In addition, learners’ prior knowledge and learning strategies determine the extent of the impact of dashboard feedback on learning outcomes. Full article

(This article belongs to the Special Issue Sustainable Inspiration of Flexible Education)

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19 pages, 958 KiB

Open AccessArticle

A New Concept of the Informatics Curriculum in the Czech Republic: Teacher Reflection on the First Year of the Transition Period

by Katerina Kostolanyova, Lukas Cirus, Tomas Javorcik and Ivana Simonova

Sustainability 2023, 15(5), 4091; https://doi.org/10.3390/su15054091 - 23 Feb 2023

Viewed by 1122

Abstract

In the Czech Republic, a new concept that proposes an Informatics curriculum for primary schools was prepared to meet the new requirements of the field. For the implementation to be smooth, a two-year transition period was planned from 2021 to 2023. Training seminars were the main tool to help teachers develop missing subject knowledge and didactic skills. After the first year of the transition period, the question was whether the seminars met the needs of teachers. Therefore, the main objective of the investigation was to collect feedback from them (N = 142) in five regions (of 14), consider changes within the first year (from autumn 2021 to autumn 2022), and propose recommendations for the rest of the period (by autumn 2023). The ex post facto method was used. Data were collected by questionnaires in five areas: (1) preference for an original or new concept for a curriculum, (2) and subject knowledge and didactic skills of teachers, (3) school equipment; (4) learning materials and teaching methods used, and (5) experience in online learning and teaching. The results show that in autumn 2022, the support for the new concept increased and the school equipment improved; however, subject knowledge and didactic skills were the weak points. Individualization through the tailoring of the seminars to the needs of teachers represents an efficient way to train them according to their level of knowledge, their preferred form of learning, and the learning content. Full article

(This article belongs to the Special Issue Sustainable Inspiration of Flexible Education)

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19 pages, 1941 KiB

Open AccessArticle

Gamified Project-Based Learning: A Systematic Review of the Research Landscape

by Wendan Huang, Xiuhan Li and Junjie Shang

Sustainability 2023, 15(2), 940; https://doi.org/10.3390/su15020940 - 4 Jan 2023

Cited by 3 | Viewed by 3554

Abstract

The information era puts higher requirements on current students’ learning methods to develop 21st-century skills. Project-based learning (PBL) and gamified learning have been two effective learning approaches, leading to an innovative exploration of combining both to improve learning outcomes. This study presents a systematic review of the literature published on “gamified PBL” (GPBL) over the past six years, focusing on GPBL approaches, learning outcomes, technical tools and theories. The results show that the gamified approaches of project-based learning can be divided into four types: gamify structure and procedure of PBL, gamify content of PBL, integrate prefabricated educational/serious games in PBL, and make a game as the activity of PBL. Most of the studies affirmed the positive effects of GPBL in enhancing students’ learning outcomes, especially for learning experience and motivation. Adopted techniques and theories in the reviewed studies were also summarized. In conclusion, we acquired four findings based on the discussion: the characteristics of GPBL are diverse; design-based learning are an innovative and creative method used in GPBL; studies of GPBL emphasized collection and description of the whole-process data; technical issues should be paid great attention to. In addition, a number of suggestions for future research are provided in this review. Full article

(This article belongs to the Special Issue Sustainable Inspiration of Flexible Education)

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16 pages, 905 KiB

Open AccessArticle

How Do K–12 Students’ Perceptions of Online Learning Environments Affect Their Online Learning Engagement? Evidence from China’s COVID-19 School Closure Period

by Yunpeng Ma, Mingzhang Zuo, Yujie Yan, Kunyu Wang and Heng Luo

Sustainability 2022, 14(23), 15691; https://doi.org/10.3390/su142315691 - 25 Nov 2022

Viewed by 1695

Abstract

A learning environment’s quality has crucial influence on a student’s engagement. In this study, we utilized a structural equation modeling approach to explore the structural relationships between students’ perceptions of an online learning environment and their online learning engagement during China’s COVID-19 school closure period by focusing on an online learning environment and the specific features that facilitate student engagement. The online learning environment was conceptualized as a multidimensional structure consisting of four elements: pedagogy, social interaction, technology, and the consideration of home learning conditions. Student engagement was conceptualized as a multifaceted construct comprising behavioral, emotional, and cognitive engagement. The results showed that teaching presence significantly predicted deep behavioral engagement (β = 0.246), emotional engagement (β = 0.110), and cognitive engagement (β = 0.180). Social presence significantly positively predicted cognitive engagement (β = 0.298) and emotional engagement (β = 0.480), whereas its effect on behavioral engagement was not significant. The perceived ease of technology use significantly predicted only emotional engagement (β = 0.324), and the family learning presence significantly predicted only behavioral engagement (β = 0.108). The results also indicated that emotional and cognitive engagement had indirect effects on the predictive power of the online learning environment for behavioral engagement. These findings provide valuable guidelines and effective strategies for teachers and parents to design suitable online learning environments to enhance K–12 student engagement. Full article

(This article belongs to the Special Issue Sustainable Inspiration of Flexible Education)

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Review

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18 pages, 4028 KiB

Open AccessReview

HyFlex Learning Research and Practice: A Longitudinal Analysis

by Billy T. M. Wong, Kam Cheong Li, Hon Tung Chan and Simon K. S. Cheung

Sustainability 2023, 15(12), 9699; https://doi.org/10.3390/su15129699 - 17 Jun 2023

Cited by 2 | Viewed by 2794

Abstract

This paper presents a longitudinal study analysing the literature on the hybrid and flexible mode of learning (HyFlex learning) in terms of its research and practice over the past decade. A total of 84 articles published between 2013 and 2022 were collected from Scopus for analysis, covering their changes in publication patterns, research issues, features of practices, benefits, and challenges, as well as the recommendations given in the articles along the years. The results show a sharp increase in publications since 2018. Relevant work was primarily carried out at the tertiary level of education, with an emphasis on issues in respect of teachers’ and students’ perceptions, experiences, and behaviours in HyFlex learning. Most of the practices were mediated by technologies, which were primarily used for course delivery, course management, and in-class/off-class communication. The recommendations made in the literature cover the roles of teachers and institutions as well as relevant support, which are noted to have an impact on the effective implementation of HyFlex learning. The findings contribute to providing an overview of the longitudinal development and current state of HyFlex learning as well as insights into its future development in both research and practice. Full article

(This article belongs to the Special Issue Sustainable Inspiration of Flexible Education)

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Other

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19 pages, 2607 KiB

Open AccessSystematic Review

Beyond the Traditional: A Systematic Review of Digital Game-Based Assessment for Students’ Knowledge, Skills, and Affections

by Sha Zhu, Qing Guo and Harrison Hao Yang

Sustainability 2023, 15(5), 4693; https://doi.org/10.3390/su15054693 - 6 Mar 2023

Cited by 2 | Viewed by 2435

Abstract

Traditional methods of student assessment (SA) include self-reported surveys, standardized tests, etc. These methods are widely regarded by researchers as inducing test anxiety. They also ignore students’ thinking processes and are not applicable to the assessment of higher-order skills. Digital game-based assessment (DGBA) is thought to address the shortcomings of traditional assessment methods. Given the advantages of DGBA, an increasing number of empirical studies are working to apply digital games for SA. However, there is a lack of any systematic review of DGBA studies. In particular, very little is known about the characteristics of the games, the content of the assessment, the methods of implementation, and the distribution of the results. This study examined the characteristics of DGBA studies, and the adopted games on SA in the past decade from different perspectives. A rigorous systematic review process was adopted in this study. First, the Web of Science (WOS) database was used to search the literature on DGBA published over the last decade. Then, 50 studies on SA were selected for subsequent analysis according to the inclusion and exclusion criteria. The results of this study found that DGBA has attracted the attention of researchers around the world. The participants of the DGBA studies were distributed across different educational levels, but the number of participants was small. Among all game genres, educational games were the most frequently used. Disciplinary knowledge is the most popular SA research content. Formative assessment modeling with process data and summative assessment using final scores were the most popular assessment methods. Correlation analysis was the most popular analysis method to verify the effectiveness of games on SA. However, many DGBA studies have reported unsatisfactory data analysis results. For the above findings, this study further discussed the reasons, as well as the meanings. In conclusion, this review showed the current status and gaps of DGBA in the SA application; directional references for future research of researchers and game designers are also provided. Full article

(This article belongs to the Special Issue Sustainable Inspiration of Flexible Education)

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