Educational Technology’s Influence in Higher Education Teaching and Learning—Series 2
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".
Deadline for manuscript submissions: closed (30 June 2024) | Viewed by 3899
Special Issue Editor
Interests: learning technology; technology-enhanced learning; blended learning; active learning; collaborative learning; hybrid learning; curriculum design; virtual learning environments; virtual simulations; online assessments; cyberpsychology
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
New horizons are currently open on blended, hybrid, or distance learning due to the implications of the COVID-19 pandemic and the development of technology in Artificial Intelligence (AI) and Virtual Reality (VR) in Higher Education. For example, the COVID-19 pandemic has forced everyone to change or reconsider how technology could be used to overcome isolation restrictions, making blended learning a new norm for many universities. AI and VR technologies could also support new directions for student engagement, active learning, assessment, and feedback. Thus, COVID-19 teaching and learning disruptions and new technological developments have led university teachers to re-design, reshape, and explore new alternative and innovative teaching and pedagogical approaches, providing opportunities for knowledge construction and flexible learning.
This current Special Issue II in Technology-Enhanced Learning (TEL) aims to present practice examples implemented after the COVID-19 pandemic and introduce how digital education could be affected by AI and VR technologies in Higher Education, discussing the relevant opportunities and challenges. This Special Issue also includes examples of how new, updated, or revised curriculum and/or Technology-Enhanced Learning (TEL) frameworks can transform the "traditional" into digital Higher Education, thus enhancing student engagement, motivation, and/or assessment and feedback.
The previous Special Issue I in this area presented successful practice examples from before or during the COVID-19 pandemic and provided useful information to university teachers to assist them in further understanding the higher education context, demands, and challenges of digital education.
The rapid teaching and learning change in Higher Education, the reshaping curriculum demands, the 21st-century digital competence challenges and learning technology developments are only some of the areas that may be influenced by the COVID-19 pandemic and the AI and VR technologies, and they will be bound to stay with us. All these areas make it crucial for Higher Education teachers, educational researchers, and learning technologists to consider teaching and learning from the perspectives of digital education and innovation providing equal learning opportunities to everyone.
Dr. Maria Limniou
Guest Editor
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Keywords
- technology-enhanced learning
- higher education
- curriculum design
- digital education
- student engagement
- digital assessment and feedback
- artificial intelligence (AI)
- virtual reality (VR)
- blended learning
- hybrid learning
- distance learning
- learning approaches
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