Online Education: Lessons Learnt and the Way Forward
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (1 February 2024) | Viewed by 1090
Special Issue Editors
Interests: designing for blended learning; designing for technology-mediated learning; exploring technology mediation with various pedagogical approaches; whole school technology integration approach; personal learning devices and their impact in the classroom
Special Issue Information
Dear Colleagues,
1) Introduction：
The 21st century has been one of major disruptions—disasters resulting from climate change, civil unrest, wars and the COVID-19 pandemic. Hence, it cannot be ‘business as usual’ when it comes to education, and education jurisdictions around the globe are still trying to figure out their ‘new normals’. Important lessons were learnt in the past three years—the most recent being during the COVID-19 pandemic. Additionally, in its wake, we all need to acknowledge that the design for teaching, learning and assessing learners has forever changed. There has been a plethora of discussions in the past few years about interruptions to formal schooling and how various countries and institutions navigated these disruptions and circumvented the obstacles that they encountered. While traditional classroom settings will not disappear overnight, there is a growing appreciation of online platforms that provide opportunities for learning to be flexible and accessible, thus minimizing the disruptions to education. The design for learning online is varied and the following are some possibilities: massive open online courses (MOOC), virtual learning environment (VLE), mobile learning, e-learning, technology-mediated learning within a physical classroom setting, blended learning as well as distance learning, to name a few. This Special Issue hopes to provide opportunities to explore the idea of online learning from various stand points, i.e., empirical research, thought leadership, conceptual papers and practical applications. We are interested to know how educators and educational institutions have harnessed the affordances of online education and how they have re-defined learning in an effort to embrace the changes and challenges in these times of disruption. In this Special Issue, we are interested in novel ideas for designing for teaching and learning, innovative pedagogies and varied use of technology tools to support learning backed by sound design principles. We welcome contributions from research conducted in schools, institutes of higher learning as well as schoolwide/statewide/nationwide research informing theory, practice and policy. We encourage submissions in the following areas: evidence-based innovative pedagogical approaches, tried and tested learner engagement approaches, socio-cultural support for online education, blended learning, hybrid learning and technology-mediated learning in various subject disciplines.
2）The aim of the Special Issue and how the subject relates to the journal scope:
This Special Issue is timely given that many education systems are facing a new normal. The gradual opening up of borders now that COVID-19 is endemic is an opportune occasion to make up for lost time. The contributions to this Special Issue will help inform policy makers and practitioners on how the affordances of online education could be harnessed and how future disruptions to teaching and learning could be minimized.
3) Suggest themes：
In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:
- online teaching and learning;
- innovative pedagogies;
- blended learning;
- hybrid learning;
- technology-mediated teaching and learning;
- disruptions to education.
We look forward to receiving your contributions.
Dr. Shanti Divaharan
Dr. Alexius Chia
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
- online education
- innovative pedagogies
- blended learning
- disruptions to education
- hybrid learning
