scholarly journals Συνέντευξη με τον καθηγητή Mark Brown

2016 ◽  
Vol 12 (1) ◽  
pp. 136
Author(s):  
Βασιλική (Σύλβη) Ιωακειμίδου
Keyword(s):  
International Symposium ◽  
Open University ◽  
Digital Learning ◽  
The Future

Professor Mark Brown is Ireland's first Chair in Digital Learning and Director of the National Institute for Digital Learning (NIDL). The interview was taken during the International Symposium “The Future Is Now: Open & Distance Universities in Europe” on the 5-6 November, 2015 in Athens by Vasiliki (Sylvie) Ioakimidou, a Ph.D. candidate at the Hellenic Open University.

scholarly journals Συνέντευξη με την καθηγήτρια Diana Laurillard

2016 ◽  
Vol 12 (1) ◽  
pp. 127
Author(s):  
Βασιλική (Σύλβη) Ιωακειμίδου
Keyword(s):  
International Symposium ◽  
Digital Technologies ◽  
Open University ◽  
Learning Design ◽  
Research Projects ◽  
Design Support ◽  
Funded Research ◽  
The Future ◽  
Design Support Environment

Diana Laurillard is Professor of Learning with Digital Technologies at the London Knowledge Lab, UCL Institute of Education, leading externally-funded research projects on: a) developing a learning design support environment for teachers, and b) developing software interventions for learners with low numeracy and dyscalculia.The interview was taken during the International Symposium “The Future Is Now: Open & Distance Universities in Europe” on the 5-6 November, 2015 in Athens by Vasiliki (Sylvie) Ioakimidou, a Ph.D. candidate at the Hellenic Open University.

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.

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 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.

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