Integrating Augmented Reality Into the Workshop Model Remote Learning Classroom

2021 ◽  
pp. 181-191
Author(s):  
Patience Ndidi Onyegwara
Keyword(s):  
Online Learning ◽  
Augmented Reality ◽  
Learning Environments ◽  
21St Century ◽  
Decision Makers ◽  
Lifelong Learners ◽  
Effective Utilization ◽  
Global Pandemic ◽  
Workshop Model ◽  
Problem Solvers

The global pandemic has forced schools across the globe to go to online learning environments. This chapter describes the potential of integrating augmented reality technologies into a virtual immersive workshop model of instruction. Effective utilization and integration of these immersive tools in the workshop model has the potential to develop learners' 21st century skills to be decision makers, problem solvers, lifelong learners, creators, innovators, and to think critically in solving problems.

scholarly journals EDITORIAL: Learning Technologies in the Era of a Global Pandemic

2021 ◽  
Author(s):  
Betül Czerkawski
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
New Technologies ◽  
Real Life ◽  
Learning Technologies ◽  
The Other ◽  
Digital Learning ◽  
Global Pandemic ◽  
Teachers And Parents

Since the early days of 2020, learning technologies have been tested by millions of students, teachers, and parents from all levels of education throughout the globe. Many educators discussed learning losses, inability of online learning to mimic real life learning environments, glitches in the technologies, or the boring interface of Zoom meetings. On the other hand, if the pandemic had happened 20-25 years ago, students would have completely lost touch with their peers and would have received no education for more than a year. In this issue, we have two very interesting articles that will guide us as we evaluate the value of digital learning. Both articles show that digital learning and new technologies have potential for advancing the quality of learning in our schools. 

scholarly journals Lessons On-(the)-Line Blended Learning and Pedagogy of (the) Digitally Oppressed

2021 ◽  
Author(s):  
Rahul Gairola
Keyword(s):  
South Africa ◽  
Online Learning ◽  
Blended Learning ◽  
21St Century ◽  
Online Teaching ◽  
Knowledge Dissemination ◽  
Global Pandemic ◽  
Material Practice ◽  
The University ◽  
Do So

In this essay, I explore the meanings and implications of blended learning in an era of global pandemic by extending Paulo Freire’s notion of a “pedagogy of the oppressed” into the digital milieu and COVID-19 era of the 21st century. In doing so, I critically meditate on how Freire’s cue is reformulated in the context of online teaching while situating questions about online learning in the context of the Blended Learning Online South Africa (BLOSA) project based at the University of Witwatersrand. I do so as a means for tracking how, in material practice, blended learning operates in the context of knowledge dissemination and postcolonial poverty.

Could Motivation, Volition, and Engagement Be a Panacea in Online Distance Learning?

2021 ◽  
pp. 192-209
Author(s):  
Nazire Burcin Hamutoglu
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Student Engagement ◽  
Learning Environments ◽  
Theoretical Background ◽  
Global Epidemic ◽  
Global Pandemic ◽  
Online Distance Learning ◽  
Online Distance ◽  
Motivation In Education

The current pandemic that we are going through once again showed us the value of motivation in education. During the COVID-19 global pandemic process, do you think strategies that increase motivation, student engagement, and the power of volition in online distance learning environments can be a panacea in overcoming the troubled process? This study aims to address the situations that are considered to be the basis for the disruptions in education during the COVID-19 global epidemic process from the perspective of motivation, student engagement, and the power of volition. For this purpose, the chapter plans to present the strategies that can be taken as a basis in overcoming the problems encountered in online distance learning in terms of learner, learning environment, and guide (instructor) with the theoretical background of the types of interaction in online learning that is suggested by Moore.

scholarly journals EDITORIAL: Learning Technologies in the Era of a Global Pandemic

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Betül Czerkawski
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
New Technologies ◽  
Real Life ◽  
Learning Technologies ◽  
The Other ◽  
Digital Learning ◽  
Global Pandemic ◽  
Teachers And Parents

Since early 2020, learning technologies have been tested by millions of students, teachers, and parents from all levels of education throughout the globe. many educators discussed learning losses, the inability of online learning to mimic real life learning environments, technological glitches, or the boring user  interface of Zoom meetings. On the other hand, if the COVID-19 pandemic had happened 20-25 years ago, students would have completely lost touch with their peers and would not have attended any school for more than a year. In this issue, we have two interesting articles that will guide us as we evaluate the value of digital learning. Both articles show that digital learning and new technologies have potential for advancing the quality of learning in our schools.

A motivation treatment to enhance goal engagement in online learning environments: Assisting failure-prone college students with low optimism.

2019 ◽  
Vol 5 (2) ◽  
pp. 116-134 ◽  
Author(s):  
Jeremy M. Hamm ◽  
Raymond P. Perry ◽  
Judith G. Chipperfield ◽  
Patti C. Parker ◽  
Jutta Heckhausen
Keyword(s):  
College Students ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments

Culturally-Sensitive E-Learning Practices for Library Education

2013 ◽  
Author(s):  
Leslie Farmer
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Culturally Sensitive ◽  
Cultural Dimensions ◽  
Educational Model ◽  
Cultural Impact ◽  
Online Learning Environments ◽  
Library Education ◽  
Learning Practices ◽  
E Learning

With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues.Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne.

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