Digital Learning Environments

Veletsianos, George

doi:10.1002/9781118736494.ch14

Cited by 13 publications

(11 citation statements)

References 39 publications

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“…Regardless of these challenges, using digital media and educational resources could be a way to develop teacher competences and to promote students' learning and their level of engagement, as well as their confidence in their own abilities, fueling students' interest in both contents and technology itself (Chipangura and Aldridge, 2017;Liu et al, 2011). With this in mind, digital learning environments can provide opportunities for educators to engage with students in diverse and personalized ways (McPherson, 2016), allowing teachers to decide whether it is better to adopt an unguided instructional methodology or a guided approach to learning with a systematic implementation of scaffolding to assist students with their tasks (Veletsianos, 2016).…”

Section: Educational Technology and New Opportunities For History Educationmentioning

confidence: 99%

Fostering engagement and historical understanding with a digital learning environment in secondary education

Miguel-Revilla

Calle-Carracedo

Agustí

2020

E-Learning and Digital Media

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The use of educational technology and digital learning environments in secondary education can offer multiple opportunities to go beyond the traditional approach frequently used in history education. This paper provides the result of a three-week intervention in two Spanish public schools with 86 fourth-year compulsory secondary education history students. The study examined the results of the implementation of a digital learning environment about the Spanish transition to democracy, and analyzed the effects of an intervention focused on the development of historical understanding and the use of digitized historical sources in student engagement and knowledge acquisition. Data obtained through the use of questionnaires were examined quantitatively and qualitatively using a mixed methods approach and different categories. Participants reported a positive perception of the methodological approach used during the sessions and high student engagement levels were detected after the intervention, which was supplemented by improvement in knowledge acquisition after the intervention. It is concluded that the intervention allowed students to become more engaged in a traditional discipline such as history by using a disciplinary approach, and that the use of the digital learning environment was useful in promoting historical understanding about the period under examination.

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Section: Educational Technology and New Opportunities For History Educationmentioning

confidence: 99%

Fostering engagement and historical understanding with a digital learning environment in secondary education

Miguel-Revilla

Calle-Carracedo

Agustí

2020

E-Learning and Digital Media

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“…As a broad category, DLEs include any set of technology-based methods that can be applied to support learning and instruction (Ifenthaler, 2017;Veletsianos, 2016;Wheeler, 2012). As a "constellation of technologies and spaces", DLEs support interactions among teachers, students, and content in open-and closed-group or organisational settings (Veletsianos, 2016, p. 248).…”

Section: Digital Learning Environmentsmentioning

confidence: 99%

“…Contemporary approaches to digital learning call for evidence-based design, pedagogy, and application of technologies to support quality learning (Bransford et al, 2000;Veletsianos, 2016). These include dynamic designs based on more open and active-learning pedagogies, including inquiry, problem-and projectbased learning (Freeman et al, 2017;Quintana, Reiser, Davis, Krajcik, Fretz, & Duncan 2004;Veletsianos, 2016), as well as adaptive learning customised to students learning progressions (She & Liao, 2010;). In the past decade, such collaborative digital pedagogies have been increasingly implemented in many educational settings (Wu &Wang, 2016) and…”

Section: Digital Learning Environmentsmentioning

confidence: 99%

Students learning science: representation construction in a digital environment

Cirkony

2019

Environmental Education Research

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Contemporary approaches to teaching and learning science involve students' experience of authentic meaning-making processes based on scientific practices. These include the guided-inquiry Representation Construction Approach (RCA) where students generate, use, negotiate, and evaluate multimodal representations to explain their ideas, make claims, and solve problems. The RCA in non-digital classrooms has been shown to lead to deeper conceptual learning as a result of students engaging in these epistemic processes. This research is part of an Australian Research Council (ARC) Discovery project and focuses on how the application of RCA in a Digital Learning Environment (DLE) engages students in learning science. Specifically, it examines the features of the DLE and how they supported the generative design and sequencing of activities and processes for student conceptual and representational development. Research for this investigation took place at an all-girls school in Melbourne, Australia. The research involved 27 Year 9 science students learning about energy transfer (i.e. physics) in the socio-scientific context of sustainable housing and climate change, based on the Australian national curriculum. The research design was informed by a distributed cognition theoretical framework and followed an ethnographic methodology with a case study approach. Both quantitative and qualitative data were generated through participant observation with video capture, video-based stimulated recall interviews, student-constructed representations, pre-and post-tests, and a questionnaire. Multiple theoretical frameworks were used to analyse the students' responses. The findings indicated the generative capability of the digital delivery for RCA. The DLE extended flexibility and access to multimodal semiotic resources

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“…Veletsianos (2016) distinguishes between "groups," "networks," and "communities," arguing that communities are made distinct by their focus on commitment, coherence, and continuity. Jézégou (2010) argued that the CoI lacked sufficient theorization regarding its community construct.…”

Section: Community and Criticalitymentioning

confidence: 99%

Democratizing digital learning: theorizing the fully online learning community model

Blayone¹,

vanOostveen²,

Barber³

et al. 2017

Int J Educ Technol High Educ

108

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The integration of digital technologies at institutions of higher education are profoundly influencing formal learning on a global scale. Social-constructivist models of fully online learning are well-positioned to address the demands of government, and economic and social-development organizations for civically-engaged individuals with strong problem-solving, critical-thinking and collaboration competencies. With an established record of performance at the University of Ontario Institute of Technology (UOIT), Canada, the Fully Online Learning Community (FOLC) is one such model. This paper theorizes FOLC as a response to several problematics, including (a) the aforementioned demand for greater educational focus on higher-order competency development, (b) the deficiencies of distance education and MOOCs as learning models, and (c) a quest for new learning models that strengthen deliberation skills and deepen democratic experience. As a divergent fork of the Community of Inquiry model, FOLC describes collaborative learning as a symbiosis of social and cognitive interactions amplified through effective use of synchronous and asynchronous digital affordances. Furthermore, it models democratized learning communities that reduce transactional distance between learners and educators, incorporates authentic assessment, and encourages negotiated technology affordances and cognitive outcomes while distributing responsibility for constructive criticality. Having positioned FOLC conceptually, and addressed current limitations, a research agenda for extending its empirical foundations, and leveraging UOIT's EILAB affordances, is presented. The underlying argument is that self-regulating and transformative learning communities can be established and sustained in fully online environments, and that such communities (a) produce a diversity of beneficial learning outcomes, and (b) deepen the democratic functioning of learners and their social contexts.

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Digital Learning Environments

Cited by 13 publications

References 39 publications

Fostering engagement and historical understanding with a digital learning environment in secondary education

Fostering engagement and historical understanding with a digital learning environment in secondary education

Students learning science: representation construction in a digital environment

Democratizing digital learning: theorizing the fully online learning community model

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