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Special Issue "Emergent Technologies to Support Active Learning in Higher Education"
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".
Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 5058
Special Issue Editors
Interests: learning technologies; game-based learning; serious games; e-learning; multimedia
Special Issues, Collections and Topics in MDPI journals
Interests: digital transformation; digital technologies; technology-enhanced learning
Special Issue Information
Active learning corresponds to any pedagogical method that places the students at the center of the learning process and is concerned with how they learn, including the recognition and promotion of their personal experiences in social contexts as part of that learning process. Active learning methods develop learners’ skills and competencies beyond the immediate memorization process, allowing them to reach higher cognitive levels. The identified benefits for students are considerable improvements in critical, lateral and creative thinking, analytical skills, problem-solving strategies, intrinsic motivation, group collaboration, communication skills, entrepreneurship and integration with the society, increased retention and transfer of new information and improved interpersonal skills. Active learning also develops students’ autonomy and their ability to learn, therefore helping them become “lifelong learners” as they master a higher control over their learning. Project- and problem-based learning, experiential learning, action learning, agile learning, design thinking and inquiry-based learning are examples of active and learner-centered methodologies that can be used to scaffold active learning. These methodologies are normally applied by instructing students to work together in groups, but they can also be used to foster individual reflection.
Supporting active learning through emergent digital learning tools and technologies (virtual reality, augmented reality, artificial intelligence, robotics, personalized learning platforms, serious games, simulations, etc.) creates learning environments where the “digital native” student feels comfortable and is motivated to learn. These tools, advanced Open Educational Resources (OERs), which are highly interactive and immersive, can be used to effectively scaffold learning for higher education students as they develop the required set of competencies. Students can reflect the dynamic nature of the world and the quick evolution of systems that prompt changes in the necessary professional skills with more ease.
In this Special Issue, we give an overview of how active learning can be scaffolded in different ways, and we present cases and examples of how emergent learning technologies can foster the uptake and efficiency of such methods. A large quantity of research studies have shown how these environments can be used in distinct domains such as computer science, economics, politics, health, environment, globalization and tourism just to mention a few. This Special Issue focuses on higher education in the sense that higher education programs must be designed to use this new generation of learning tools that promote the learner’s autonomy, collaboration, creativity and critical analysis ability. Learning with these tools should emphasize visualizing, hearing, feeling, experimenting and interpreting so that there is an active construction of knowledge.
In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:
- Supporting project/problem-based learning with emergent learning technologies;
- Supporting inquiry-based learning with emergent learning technologies;
- Supporting challenge-based learning with emergent learning technologies;
- Supporting design-based thinking with emergent learning technologies;
- The design and implementation of new active pedagogical methods supported by emergent learning technologies in higher education;
- Challenges/strategies for introducing technology-supported active learning in higher education;
- Leveraging emergent learning technologies in higher education;
- XR-supported pedagogical approaches in higher education;
- AI- or robotics-supported pedagogical approaches in higher education;
- Serious games or simulations in active learning in higher education.
We look forward to receiving your contributions.
Prof. Dr. Carlos Vaz de Carvalho
Prof. Dr. Merja Bauters
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 1400 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.
- active learning
- technology enhanced learning
- problem/project based learning
- inquiry-based learning
- agile learning
- design thinking
- challenge-based learning