Personalized Learning for Adults: An Emerging Andragogy

Wozniak, Kathryn

doi:10.1007/978-981-15-0618-5_11

Cited by 16 publications

(10 citation statements)

References 24 publications

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“…Theoretically, there is a major gap in terms of pedagogical frameworks and models (Zhang et al, 2020) to offer insights into designing and learning tasks that ensure motivating learners to complete online courses without losing interest and ensure the relevance of the learning material (Shapiro, et al, 2017; Wozniak, 2020).…”

Section: Discussionmentioning

confidence: 99%

Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020)

Bahari

2021

E-Learning and Digital Media

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The emergence of newer educational technologies provides opportunities for computer-assisted language learning practitioners and software developers to capitalize on the affordances for the second language (L2) learning purposes. This article explored and brought together the reported affordances and challenges of virtual reality to teach the L2 receptive and productive skills by reviewing seventy-five peer-reviewed articles published from 2010 to 2020. The results revealed an imbalanced trend of research on language skills learning by virtual reality tools and affordances in favor of listening and speaking skills compared to reading and writing skills. The obtained data were tabularized in terms of language skills. The results were visualized by hierarchical database formats. Pedagogical implications of the study inform teachers about affordances available to teach L2 skills in educational virtual reality environments toward a more digitally enhanced L2 pedagogy. Theoretical implications of the study inform researchers about the challenges that need to be addressed.

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Section: Discussionmentioning

confidence: 99%

Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020)

Bahari

2021

E-Learning and Digital Media

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“…In terms of strengths, the following holds: (i) Designing and developing modules in accordance with the learning outcomes of the Definitive Module Design (DMD) ensures that the materials are directly relevant to the intended goals of the learning materials. (ii) The use of self-reflection, studentinformed feedback, and a learner-centred approach in legal and criminological modules is important incorporating learners' experiences and putting perspectives into the design of students' learning materials (Wozniak, 2020). (iii) Relating substantive module contents to shared cultural phenomena helps establish relevance and connect abstract concepts to real-life examples.…”

Section: Presentation and Analyses Of Lecturers' And Stakeholders' Co...mentioning

confidence: 99%

“…(vi) The incorporation of self-reflection, peer input, guided assistance, and positive reinforcements through small tasks fosters a supportive and participatory learning environment, enhancing students' motivation and self-confidence (Hattie & Timperley, 2007). (vii) Contextualising lectures, utilising popular knowledge, and adapting examples from real-life scenarios help students connect theoretical concepts into practical applications, making the learning materials more relatable and meaningful (Wozniak, 2020). (viii) Incorporating practical assignments and activities help students understand the real-life application of the course content by enhancing the hands-on approach and their abilities to transfer theoretical knowledge into practice (McNaught & Benson, 2015).…”

Section: Presentation and Analyses Of Lecturers' And Stakeholders' Co...mentioning

confidence: 99%

Enhancing Student Engagement in Legal and Criminological Modules: An Andragogical Approach in Higher Education

Shumba,

Hussaini

2023

eqr

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The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license.The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.

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“…Artificial intelligence can be defined as "a machine-based system that can, for a given set of human-defined objectives, make predictions, recommendations or decisions influencing real or virtual environments" (Vincent-Lancrin & van der Vlies, 2020, p. 7). The link to education is in the provision of flexible and personalised learning that can more broadly lead to the acquisition of skills, improved livelihoods, and ultimately sustainable development (Rizk, 2020;Wozniak, 2020). The United Nations (UN) has defined sustainable development as a movement for ensuring sustainable well-being for all United Nations (2015).…”

Section: What Role Can Ai Play To Help Achieve the Sustainable Develo...mentioning

confidence: 99%

Artificial Intelligence in the Fourth Industrial Revolution to Educate for Sustainable Development

Ally

Perris

2022

CJLT

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There has been increasing interest in the use of Fourth Industrial Revolution technologies such as artificial intelligence to help achieve the Sustainable Development Goals. Recently, multilateral organizations have sponsored initiatives to make countries aware of the benefits of using artificial intelligence for sustainable development and to educate citizens to improve quality of life. This paper explores aspects of employing artificial intelligence for sustainable development, with a focus on lifelong learning, and inclusive and equitable quality education. Data are drawn from a thematic review of 32 academic peer-reviewed journal articles and interviews with six international experts. Findings include examples of benefits and challenges of artificial intelligence to address sustainable development and education.

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Personalized Learning for Adults: An Emerging Andragogy

Cited by 16 publications

References 24 publications

Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020)

Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020)

Enhancing Student Engagement in Legal and Criminological Modules: An Andragogical Approach in Higher Education

Artificial Intelligence in the Fourth Industrial Revolution to Educate for Sustainable Development

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