The fate of major dermatology conferences and meetings of 2020: are e‐conferences and digital learning the future?

2020 ◽  
Vol 45 (6) ◽  
pp. 759-761 ◽  
Author(s):  
S. Bhargava ◽  
B. Farabi ◽  
D. Rathod ◽  
A.K. Singh
Keyword(s):  
Digital Learning ◽  
The Future

scholarly journals The Future of Internationalization of Higher Education in Europe

2015 ◽  
pp. 2-3 ◽  
Author(s):  
Hans De Wit ◽  
Fiona Hunter
Keyword(s):  
Higher Education ◽  
European Parliament ◽  
Delphi Process ◽  
Internationalization Of Higher Education ◽  
International Higher Education ◽  
Digital Learning ◽  
European Context ◽  
Study Results ◽  
The Future

A study has been made for the European Parliament on the understanding of internationalization of higher education (IoHE) in the European context, based on two surveys, an analysis of the role of digital learning, ten national reports from Europe and seven from outside Europe. The study results in conclusions and recommendations on the future of internationalization of higher education in Europe, based on the national reports and a Delphi process among experts in international higher education. This is a summary of the key findings of the study, including a redefinition of the meaning of internationalization.

scholarly journals Primary Students’ Experiences of Remote Learning during COVID-19 School Closures: A Case Study of Finland

2021 ◽  
Vol 11 (9) ◽  
pp. 560
Author(s):  
Anni Loukomies ◽  
Kalle Juuti
Keyword(s):  
Primary Students ◽  
Digital Learning ◽  
School Students ◽  
School Closures ◽  
Fifth Grade Students ◽  
The Future ◽  
Students First ◽  
Returning To School ◽  
Negative Feelings ◽  
Remote Learning

The remote learning period that took place due to the outbreak of the COVID-19 pandemic in the spring of 2020 was a novel experience for many students, teachers and guardians in Finland and globally. To be prepared for similar occasions in the future and to support all students appropriately, it is important to be aware of students’ experiences. In this study, instant video blogging (IVB) was used to collect primary school students’ first-hand reports of their emotions in remote learning situations. Through an experience sampling method, 23 Finnish fifth-grade students (aged 11–12 years) took part in IVB during the remote learning period 18 March 2020–13 May 2020. Students’ expressions related to negative emotional experiences were more diverse than those related to positive ones. Nice was the most often reported positive evaluation related to studying. The most often reported negative feelings were bored and irritated, and the most often reported negative aspects related to learning were difficult tasks or not having learned anything. Towards the end of the research period, positive mentions about returning to school increased. The IVB method offered direct insight into how primary students experienced the remote learning period, which can support preparation for exceptional periods in the future and the development of digital learning solutions.

scholarly journals Technology enhanced learning environments in higher education: A cross-discipline study on teacher and student perceptions

2021 ◽  
Vol 18 (4) ◽  
pp. 147-168
Author(s):  
Sue Downie ◽  
◽  
Xiaoping Gao ◽  
Simon Bedford ◽  
Kenton Bell ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Online Survey ◽  
Technology Enhanced Learning ◽  
Education Student ◽  
Digital Learning ◽  
The Future ◽  
Teachers And Students ◽  
Teacher And Student Perceptions ◽  
Enhanced Learning

Teacher and student perceptions of using technology enhanced learning (TEL) in higher education have received growing attention, particularly during COVID-19, however existing studies are mainly disciplinespecific. This study adopts a holistic cross-disciplinary approach. It compares teacher and student perceptions on defining TEL, promotors and barriers for its use, and solutions offered for better use of TEL in the future. Both qualitative and quantitative data were collected from an Australian university. A total of 75 teachers and 48 students completed an online survey, and of these participants, 24 teachers and 29 students participated in follow-up focus group interviews that included Kahoot! surveys. Quantitative results show that teacher and student perceptions on TEL were generally aligned except that self-reported technology savviness and confidence was rated higher than how students and staff rated each other. Qualitative analyses reveal that both teachers and students identified the main promoters for TEL as being: modern and expected in higher education, while being equalising, efficient, engaging, authentic, collaborative and flexible. The common barriers for using TEL were identified as fear, time, organisational culture, knowledge and technical/support issues, along with the perceived pitfalls of distraction, and superficial student learning. Solutions offered for TEL in the future from staff focused on the institution and a desire for strategic, pedagogical and holistic approaches, while students focussed on the accessibility, flexibility and collaborative potential of TEL. This cross-discipline pre-COVID-19 study of TEL perceptions offered by teachers and students has contributed to knowledge in this area by identifying barriers and solutions for TEL common to all disciplines that have the potential to be applied to whole of institution strategic approaches for the more effective use of TEL in teaching and learning in higher education. Student accessibility to TEL and the development of pedagogically sound digital learning resources bringing together educational developers and discipline experts are of particular relevance during and post-COVID-19.

scholarly journals Online Learning Before, During and After COVID-19: Observations Over 20 Years

2020 ◽  
Vol 13 (2) ◽  
pp. 84
Author(s):  
Natalie Wieland ◽  
Liz Kollias
Keyword(s):  
Online Learning ◽  
Digital Tools ◽  
High Price ◽  
Asynchronous Learning ◽  
Digital Learning ◽  
Online Content ◽  
First Response ◽  
The Future

<p>Natalie Wieland has been delivering online learning for over 15 years as both a lecturer and workplace trainer. In her paper, she reflects on how digital learning has evolved from the days of moving PowerPoints to the highly polished and produced modules with an equally high price. Natalie reviews the first response during COVID-19 when so many rushed to deliver their content online, using tools such as Zoom. Natalie also provides her thoughts on what we have learned during this period, including the need to provide synchronous and asynchronous learning, the need to include the educator in the process and empower them with digital tools to create online content and the need to make online learning authentic and not over produced. It is still content and design that is critical. She also offers some predictions around what the future will look like with digital learning in the workplace, with lessons we have all learned.</p><p> </p>

Mentoring Students through Digital Learning Experiences

2016 ◽  
pp. 206-227
Author(s):  
Cassandra Sligh Conway ◽  
Stanley Melton Harris ◽  
Susan Smith ◽  
Vivian Brackett ◽  
Gloria Hayes
Keyword(s):  
Digital Technology ◽  
Digital Literacy ◽  
Learning Experiences ◽  
Digital Learning ◽  
Review Of The Literature ◽  
Digital World ◽  
The Future

The digital world has taken over the traditional ways of communicating. Because of the need to view information and relay the information in a quick yet simple way, communicating through digital technology is the wave of the future. Students are captivated by digital technology and it seems to be an active way to promote learning and or concepts that might have been difficult to relay without the influence of digital technology. Any information used on a computer or disseminated on a computer is known as digital technology. Digital technology can enhance the level of creativity and distribution of information (Digital Literacy, www.icliteracy.info). The purpose of this effort is as follows: 1) give a basic review of the literature on mentoring and digital technology; 2) provide mentoring experiences that relay effective mentoring styles; 3) promote a discussion on the uniqueness of each mentoring experience; and 4) discuss implications and recommendations to enhance learning.

Parents and Digital Learning

2020 ◽  
pp. 145-170
Author(s):  
Della Rocca
Keyword(s):  
Extracurricular Activities ◽  
Digital Technologies ◽  
Digital Learning ◽  
Learning Potential ◽  
Children’S Learning ◽  
The Future ◽  
Learning At Home ◽  
Children's Learning ◽  
At Home

This chapter explores parents’ practical efforts to realize the promise that the believe digital technologies hold for learning –at home, at school and in extracurricular activities-- in the present and for the future. Our fieldwork contrasts the values and imaginaries of three extracurricular digital learning sites, bringing together the voices of educators and parents to understand how each conceives of the learning potential associated with digital technologies. Somewhat unexpectedly, although the chosen learning sites vary considerably in resources, each tends to underplay the importance of parents in scaffolding children’s digital interests and, through a series of minor but significant barriers, to disconnect parents from their children’s learning.

scholarly journals Do Not Pass Up the Opportunity!

2021 ◽  
pp. 23-28
Author(s):  
Maurice Adams
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Educational Programs ◽  
Digital Learning ◽  
Educational Activities ◽  
Link Type ◽  
Higher Ed ◽  
The Future ◽  
The Continuum

AbstractA much-cited article on the website “Inside Higher ED” outlines fifteen scenarios for higher education in the coming period (Malony and Kim, www.insidehighered.com/digital-learning/blogs/learning-innovation/15-fall-scenarios; 2020). The continuum ranges from education completely back to normal to education completely at a distance. Full return to normal is not on the horizon; full distance education is possible but not optimal for most educational programs; and somewhere in between is quite a challenge. However, it is striking that the continuum focuses entirely on official educational activities and that there is no attention for informal educational activities: a neglect that is reflected in the current discussions about the future of our education. This chapter is about this neglect and the proposition is that the coronavirus crisis offers significant opportunities for a “new educational common” at Tilburg University in this respect.

Redefining the Meaning of Learning

2022 ◽  
pp. 71-93
Author(s):  
Miary Andriamiarisoa
Keyword(s):  
Educational System ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Digital Learning ◽  
Learning Framework ◽  
School Year ◽  
The Future

An examination of the educational system during the last decade reveals that changes have gradually permeated all aspects of teaching and learning. The COVID-19 pandemic has further accelerated the pace of change, affecting all areas of teaching and learning through most of the 2020 school year and beyond. A digital learning modality quadrant is presented to provide educators and enterprises with a tool to determine the most optimal modality that meets the need of the curriculum as well as learners. Also, this chapter introduces the quadrantal teaching and learning framework (QTLF) designed to assist in redefining the meaning of learning and, by extension, reshaping the future of learning. It outlines four areas of the educational system that must change: how we teach, how we learn, what we teach, and what we learn. This chapter endeavors to address the challenges related to these four areas and proposes strategies that could be used to prepare educational institutions to operate within a redefined meaning of learning.

scholarly journals Digital learning and the future cardiologist

2019 ◽  
Vol 40 (6) ◽  
pp. 499-501 ◽  
Author(s):  
Xavier Rosselló ◽  
Mary Stanbury ◽  
Ronen Beeri ◽  
Paulus Kirchhof ◽  
Barbara Casadei ◽  
...  
Keyword(s):  
Digital Learning ◽  
The Future

Digital learning: the future of medical education?

2018 ◽  
Vol 15 (4) ◽  
pp. 353-353
Author(s):  
Heela Nourzaie ◽  
Tawhid Mohammed ◽  
Motibah Batt
Keyword(s):  
Medical Education ◽  
Digital Learning ◽  
The Future
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