Measuring student engagement through online platforms may sound like a good idea. But we need a much clearer understanding of what we are actually measuring here.
During the pandemic, online learning suddenly replaced traditional teaching methods.
Students at a primary school in Nairobi, Kenya, queue to have their temperature taken when public schools fully reopened on 4 January 2021.
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Muhammad Zuhdi, Universitas Islam Negeri Syarif Hidayatullah Jakarta dan Stephen Dobson, Te Herenga Waka — Victoria University of Wellington
As the saying goes, you can lead a horse to water, but you can’t make it drink. Just because students are given the freedom to learn, it does not mean they will.
About two-thirds of Australian universities won’t be offering on-campus lectures in 2021. But that’s not all the pandemic’s fault – it simply accelerated a shift away from the traditional format.
Steven Warburton, University of New England; Muhammad Zuhdi, Universitas Islam Negeri Syarif Hidayatullah Jakarta, dan Stephen Dobson, Te Herenga Waka — Victoria University of Wellington
A learner’s digital education experience can be very different from the seamless user-friendly world of the social internet. Replicating the old classes online isn’t good enough. A rethink is needed.
Millions of U.S. students are engaged in remote learning.
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We observed how and when students were using their digital devices in schools. They often weren’t used, and when they were, students were sometimes just distracting themselves from learning.
In an attempt to respond to the TRC’s calls to action, academic disciplines such as mathematics can contribute through community-led partnerships with Indigenous peoples.
When online and offline learning experiences meet, magic can happen.
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MOOCs are an opportunity for African universities to bring the continent’s thinkers and theories to the world. They also have great benefits for full-time students to experience a flipped classroom.
With the surge in e-books and digital devices, one concern has been whether students are learning as much. Research shows that some crucial elements of learning are indeed being lost.
Adjunct Research Fellow Victoria University of Wellington; Head of the Quality Assurance Institute and Senior Lecturer, Universitas Islam Negeri Syarif Hidayatullah Jakarta