The Paragogy of Adaptation in an EFL Context

Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review

“…In other words, paragogues need to be conscious of what and how they are learning to be able to grasp knowledge. According to Raw (2014), students are more conscious of their learning process when they are deciding their course syllabus. In addition, to improve peeragogues' meta-learning, analysis could be conducted of knowledge in a peeragogical classroom discussion (Ouhrir et al, 2019).…”

“…Third, the principle of peers provide feedback that would not be there otherwise points out that a community that shares similar interests online could alter each other's understanding of knowledge through interaction (Corneli & Danoff, 2011). This alteration could happen if paragogues provide regular and constructive feedback to each other (Raw, 2014). Also, the involvement of experts or prominent figures will be valuable, as their feedback will be constructive and contributive for beginners (Yusuf & Yusuf, 2018).…”

“…This principle is suggested to relate directly to the first principle of peeragogy because the peeragogues should realise they are individuals who work independently in an asynchronous and distributed environment, although they collaborate in one knowledge community (Mulholland, 2019). In this learning environment, they are allowed to contribute flexibly based on their capability and knowledge (Raw, 2014) because of the distributive nature of peeragogy.…”