Digital technologies are viewing as a gateway to solve many of the problems arising from the crisis. How can we provide efficient education in COVID-19? To extend classroom learning to the home is a challenging task for the nations and the COVID-19 outbreak put the world in a situation from home learning. This study will analyze the overall resources and digital technologies available for education from home. For this purpose, Scopus and web of science databases are used to find the literature. The final 82 articles are select for the SLR (systematic literature review). The data inclusion and exclusion process are used in the PRISMA statement 2015 for quality assessment of data. The bibliometric analysis will conduct for text frequency co-occurrence and collaborations between the authors in countries. The vital step of data classification will process according to the author's segmentation and published research settings. In the last findings of the study, reports will explain past literature and recent outbreak. We are applying bibliometric analysis, showing that reviews are classified into 04 main clusters for analysis and discussion. These are 1) Digital Education Quick Shift Online Teaching and Learning for during Covid19 Pandemic 2) Digital Education during Pandemic and Rethinking for Sustainable Community; 3) Digital education for medical education and healthcare in hospital; 4) Digital Education and Digital innovation development during Covid19 pandemic. These findings are expected to benefit stakeholders studying and working relevant in digital education during and resilient post-Covid-19 pandemic.
The study investigates and reports on the process of engagement in learning through the innovative pedagogical framework – Challenge-based Learning (CBL) – their changing perspectives of learning and their interaction with each other while conducting authentic challenges. This gives way to understanding how learners construct and create meaning out of learning activities, course content and beyond the course objectives. Our mixed method research explores potential impact dimensions of the implementation of challenge based learning on teachers and students. To reveal the potential impact we conducted a focused group interviews with the learners who took part in CBL-integrated lessons and surveyed 68 number of learners who participated in CBL trainings. Our preliminary findings showed that learners undertook news roles by driving their own learning, developing collaborative skills, exploring knowledge to be acquired, and establishing relevance of course content in real contexts which made it meaningful for them to understand. In our presentation, we would like to discuss the implications of CBL implementation on the way higher education can be redesigned by assigning learners a more active role in learning and the engagement that occured during their learning experiences.
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