Editorial: A paradigm shift in designing education technology for online learning: opportunities and challenges
Name
feduc-08-1194979.pdf
Description
Published version
Size
85.52 KB
Format
Adobe PDF
Checksum (MD5)
238e3381eb896e6c0571f3f1fc1900ff
Author(s)
Gamage, Dilrukshi
Ruipérez-Valiente, Jose A
Reich, Justin
Date Issued
May 3, 2023
Journal
Frontiers in Education
Publisher
Frontiers Media SA
Citation
Gamage D, Ruipérez-Valiente JA and Reich J (2023) Editorial: A paradigm shift in designing education technology for online learning: opportunities and challenges. Front. Educ. 8:1194979.
Version
Final published version
Abstract
The next-generation learners can be identified as those who do not just follow a typical linear learning path, but those who follow a lattice path, driven by desire and ambitions to develop their skills and knowledge. These are often adult learners who are playing multiple roles in their daily encounters while aiming to advance in their careers or expand their expertise pleasure. Unlike physical learning environments which provide essential personal attention, and opportunities to socialize and build social capital, these learners rely on education technologies that support their learning needs in the online context (Fernández-Batanero et al., 2022). The education technologies catering to these communities need to think of their efficacy in providing educational content, pedagogy, interactions, and assessments to enhance the learners' expectations. Especially, the technologies must enable or re-design human-centered design approaches (Adel, 2022).
MIT Department
Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing
Terms of Use
Creative Commons Attribution
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.3389/feduc.2023.1194979
