Intelligent Manufacturing in the Context of Industry 4.0: A Review

Distance education or learning has been around for a long time and with the advent of mobile devices like the smart phone, it is inevitable that mobility impacts the distance education arena. Mobile learning in this article is defined as the “mobile” state of the learner. In theory, this amplifies the flexibility of distance and online learning, reducing the significance of geographic location while increasing that of contextuality. The affordances of mobility empower students to participate as part of context-aware ubiquitous learning. There are a diversity of contexts, methods, and technologies used. There is a need to have a stronger connection between mobile technology integration and a learning-theoretical framework to guide research, practice, and policy. It is important to integrate mobile and emerging technologies with education through an appropriate evidence-based learning design framework.

Social Media in Higher Education: A Framework for Continuous Engagement

This study explored teacher experience in leading Emergency Remote Teaching (ERT) in K-12 and conducting blended synchronous and asynchronous instruction during the COVID-19 pandemic. The study’s p...

https://journals.sagepub.com/doi/pdf/10.1177/0735633121992781

Facilitating Emergency Remote K-12 Teaching in Computing-Enhanced Virtual Learning Environments During COVID-19 Pandemic - Blessing or Curse?

Digital platforms are one of the educational resources that were used in education prior to Covid-19 pandemic. Nevertheless, the pandemic has led to a complete shift to learning via digital platforms, and therefore they have become a strategic alternative for sustainable education. Given that previous studies regarding the impact of digital platforms on learning outcomes have yielded conflicting results, the present study aims to determine whether or not digital platforms improve learning outcomes. To achieve this aim, meta-analysis approach was used through the examination of the overall effect size of these platforms on the learning outcomes besides the examination of the effect size of a set of mediating variables including study period, subject area, student rating, and publication type. Thirty studies published between 2015 and 2021 comparing learning via digital platforms and learning in traditional classrooms were accounted for. The focus on this period of time was because the fourth industrial revolution took place in that time where the use of digital platforms in teaching was prosperous. Findings showed that the overall effect size using the random effect model (g = 0.278; p < 0.001; α = 0.05) was small and positive, from (0.123–0.433) in favor of learning via digital platforms, and so no evidence regarding publication bias could be discovered in these data. The result of the current study may be useful to universities and e-learning centers on how to use digital platforms to improve learning outcomes.

/pdf/digital-platforms-and-the-improvement-of-learning-outcomes-vr8qfi9l.pdf

Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis

The European Proceedings of Social & Behavioural Sciences

The student habit of using the digital platforms can be used to compliment the traditional learning methods Specifically, designed digital learning platform can support the learning with convenience of time, place, and pace They can increase the engagement of students and produce higher learning outcomes with increased satisfaction and competence With a number of embedded features, cloud computing technology-based platforms can deliver the convenience and flexibility in learning environment to compliment the traditional learning pedagogies The present work identifies the essential learning components that comprise the e-learning environment and categorizes them according to the established learning theories Further, the prominent cloud-based learning platforms have been mapped to these platforms to see their effectiveness through the existing theories The work is targeted to form a basis for the development and implementation of successful e-learning tools using the cloud-based platforms

/pdf/e-learning-theories-components-and-cloud-computing-based-5cvthegr2k.pdf

E-Learning Theories, Components, and Cloud Computing-Based Learning Platforms

The under representation of students in STEM disciplines creates big worries for the coming demands of STEM occupations. This requires new strategies to make curriculum interesting to enhance student's engagement in learning. Technology integration in curriculum makes more interesting and engaging, where students can learn with flexibility in time and place. This methodology creates and deepens interest in students towards learning with creativity and innovation. STEM students can work on authentic and real solutions within a technology-mediated learning environment, while inculcating higher order thinking skills. Technology-mediated environments support new ideas, real time collaboration and promotes peer learning. However, affordance as an adoption factor of technology in academics can be addressed by cloud computing technology. STEM education on cloud computing technology will gain access to its content rich features based on flexibility, accessibility, scalability, affordability, and reliability and enhanced agility. The cloud computing based STEM education infrastructure will inculcate development and experimentation skills in students. The present work a reviews scholarly work in cloud computing technology for simulations and prototypes for different STEM subjects, b outlines the benefits of using cloud computing technology for students pursuing STEM careers, and c presents the case studies of the successful implementation of cloud computing in STEM disciplines.

Cloud Computing as a Catalyst in STEM Education

The depth of learning resides in collaborative work with more engagement and fun. Technology can enhance collaboration with a higher level of convenience and cloud computing can facilitate this in a cost effective and scalable manner. However, to deploy a successful online learning environment, elementary components of learning pedagogy must be embedded in the technology framework. A cloud computing technology based learning platform built on the proven learning pedagogies will be most successful attempt to facilitate collaborative and convenient learning. Such platform will support the learners to connect and coordinate the online resources in a more efficient, effective and practical way. This paper proposes a new theoretical framework for collaborative and convenient learning on cloud computing technology by reviewing various learning theories and integrating them with the technology framework. Architectural details of the framework have been presented with suitable examples for a better understanding. The work has a lot of significance for deploying cloud computing based collaborative learning solutions in the educational institutions.

A Framework for Collaborative and Convenient Learning on Cloud Computing Platforms

Students in the digital era are habitual of using digital devices not only for playing and interacting with their friends and peers, but also as a tool for education and learning. These digital natives are highly obsessed with the internet driven portable devices and always demand for a multimedia rich content. This specific demand needs to be addressed by college teachers in the teaching -learning pedagogy design and implementation. The integration of pervasive computing in traditional classroom pedagogy can boost new learning experience for cyber savvy students in higher education. Learning Management System LMS as a pervasive computing can be embedded in classroom pedagogy to support learning inside and outside the classroom. LMS can play a supportive role to teachers and administrators in higher education to facilitate them in their work. This becomes more significant to the teachers and administrators, when the LMS is based upon the cloud computing platform. This paper explores the significance of various components of cloud-based open source Moodle Learning Management System with a specific focus on teachers and administrators in higher education. A learning theory approach has been followed to map the requirements of the teachers and the administrators and specific cases and examples have been presented.

Creating Collaborative and Convenient Learning Environment Using Cloud-Based Moodle LMS: An Instructor and Administrator Perspective

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Papers

E-Learning Theories, Components, and Cloud Computing-Based Learning Platforms

Cloud Computing as a Catalyst in STEM Education

A Framework for Collaborative and Convenient Learning on Cloud Computing Platforms

Creating Collaborative and Convenient Learning Environment Using Cloud-Based Moodle LMS: An Instructor and Administrator Perspective