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The Interconnectivity of Heutagogy and Education 4.0 in Higher Online Education
mardi 29 novembre 2022 par Jeanne Kim
Industry 4.0 advancements in technology are creating a dynamic and fast changing world that affects how we live and work. Educators need to rethink existing teaching approaches to better prepare learners for future careers that Industry 4.0 will create. The World Economic Forum defined a new (...)
Dynamic Evolution Analysis of Social Network in cMOOC Based on RSiena Model
mardi 29 novembre 2022 par Yaqian Xu, Junlei Du
The network is a key concept which has been highly valued in connectivism. Research about the static characteristics of social networks in connectivist learning has been carried out in recent years, however, little knowledge exists regarding the principles of network evolution from a dynamic (...)
Theoretical Development of Connectivism through Innovative Application in China
mardi 29 novembre 2022 par Li Chen, Yaqian Xu
As a learning theory that reveals a new learning in the Internet environment, connectivism has become a popular academic topic at the forefront of online learning. The MOOC Research Team at the Distance Education Research Centre at Beijing Normal University designed and developed the first (...)
Teaching Architectural Technology Knowledge Using Virtual Reality Technology
mardi 29 novembre 2022 par Yi Lu
Construction detail (CD) knowledge is one of the leading learning components in architectural technology (AT) study. The traditional pedagogical method adopts a series of two-dimensional drawings to explain three-dimensional objects. The interactive and immersive features of virtual reality (...)
Analysis of the Status and Influencing Factors of Online Learning
mardi 29 novembre 2022 par Jiaju He, Hong Zhao, Fei Jiang
During the COVID-19 prevention and control period, large-scale online education was the largest digital transformation practice in education in human history. This study launched a questionnaire survey on primary and high school students. The survey was conducted from four aspects: (...)
Analysing an Interactive Problem-Solving Task Through the Lens of Double Stimulation
mercredi 10 août 2022 par Margarida Romero, Sylvie Barma
Problem-solving activities have been studied from a diversity of epistemological perspectives. In problem-solving activities, the initial tensions of a problematic situation led to a cognitive dissonance between conflicting motives and instruments to reach the activity goal. We analyze (...)
Teaching Machines : The History of Personalized Learning, 2021.
mercredi 10 août 2022 par Irina Tursunkulova
Teaching Machines by journalist Audrey Watters blends the historical and political events of 1920-1960s in the United States and the changes in the K-12 school system, chronicling the rapid development of educational technology markets to show the inception and evolution of teaching machines. (...)
A Typology Proposition of Effective Visual Programming Practices
mercredi 10 août 2022 par Simon Parent
This article presents the results of a multiple-case study conducted with 18 primary school students in Quebec, Canada. The objective of this study was to propose a typology of effective visual programming practices of primary school students. In addition to offering a detailed portrait of the (...)
Learning, Technology, and Technique
mercredi 10 août 2022 par Jon Dron
To be human is to be a user, a creator, a participant, and a co-participant in a richly entangled tapestry of technologies – from computers to pedagogical methods - that make us who we are as much as our genes. The uses we make of technologies are themselves, nearly always, also technologies, (...)
Editorial
mercredi 10 août 2022 par Martha Cleveland-Innes; Sawsen Lakhal
The pandemic experience has, to date, been inspiring, illuminating, and challenging for the Canadian Journal of Learning and Technology editors, authors, and reviewers. We are ready to present the following overview of issue 48(1).
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