Virtual Lifelong Learning: Educating Society with Modern Communication Technologies E-Book
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- Herausgeber: Bentham Science Publishers
- Kategorie: Für Kinder und Jugendliche
- Sprache: Englisch
This reference addresses the transformative landscape of education through the lens of modern technologies. It imparts a comprehensive overview of the challenges, opportunities, and future visions in education by covering the dynamic intersection of e-learning, virtual teaching, and cutting-edge technologies.
The book includes an extensive spectrum of 14 topics commencing with a basic study on E-learning and teaching in the new millennium. Next, the work explores substantial topics such as the challenges and opportunities of virtual learning, the impact of the National Education Policy 2020, the role of Virtual Learning in bridging gender gaps, and the benefits and challenges for differently-abled students. Contributors also discuss new developments in education including the integration of ICT in mechanical engineering, the use of AR and VR to virtualize academic activities, and blockchain technology in education. The last two chapters explore the applications, challenges, and possibilities of machine learning and data analytics in the context of m-Health and the impact analysis of online education development.
Key features of the reference are: a simplified exploration of the cutting-edge technologies that are reshaping the educational environment, a forward-looking view of the future of education, and practical insights into the drawbacks and advantages of virtual learning. Readers will get a broad perspective of information on virtual education technology with references and case studies that provide a holistic view of modern educational structures.
This book is tailored for educators, researchers and anyone working in the field of education and technology who are looking for a thorough understanding of the transformative prospects of virtual lifelong learning and its implications for building an inclusive society and learning environment.
Readership
Educators, Researchers, online tutors and general readers.
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Veröffentlichungsjahr: 2024
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PREFACE
The concept of virtual/online learning is the next paradigm of education. During the hard times of COVID-19, the whole world was locked in their homes with no option to go to school, colleges, or offices. This led to the rise of virtual learning platforms. Virtual learning signifies the use of digital platforms where in the students are taught by the teacher in a virtual class with the help of live audio and video streaming. The classes are conducted in a real-time (synchronous) environment.
Virtual learning is being chosen over instruction in traditional classrooms by most people. There are several reasons for the same, such as flexibility in virtual learning through which full-time workers who cannot attend the classroom may continue to pursue their education and is also a good option for people who enjoy self-learning. Virtual learning has an option for attending scheduled classes or one can learn at his own pace. With the latter option, one can enjoy the benefits of guided lessons along with autonomy with intensity and overall cadence. It also allows one to explore a skill or subject without any commitment to an in-person class. Short introductory courses or long in-depth masterclasses can be found on multiple subjects and skills.
Virtual learning being online is often convenient, flexible and affordable and has the option to either enroll fully online or choose to enroll for online classes as well as in-person classes. As the students do not require to commute for the class and paper waste is less, virtual learning forms an environment-friendly learning option. However, self-discipline is required for virtual learning. The environment can have an impact on the mindset. The classroom environment trains the brain to be in learning mode. Virtual learning helps to avoid distractions and focus on studies. Having a dedicated place or rotation of places for learning may help.
This book focuses on the virtual learning paradigm keeping in mind the technologies like machine learning, virtual reality, augmented reality, mixed reality, blockchain, data analytics, e-learning and education 4.0.
List of Contributors
E-learning and Teaching in the New Millennium
B. Jesvin Veancy1,*,B. Jesvin Bency2Abstract
Teaching is becoming one of the most challenging professions in society as the world is changing at an exponential speed, especially during the pandemic. In the current economic scenario characterised by changes in industry advancements in the fields of artificial intelligence, intelligent robots, the Internet of Things, augmented reality, virtual reality, autonomous driving vehicles, big data and neuro-technological brain enhancements, traditional classroom coaching cannot always meet the requirements of lifelong learning. Learning has been shifted in higher education institutions (HEI) and working professionals like corporate trainers, professors and consultants need to integrate eco-friendly education. They must understand how they can correlate and put their knowledge in varied contexts according to the requirements of the industry. Traditional, blended, and virtual e-learning using modern communication technologies has an influence on the teaching-learning process in the new era which offers tremendous opportunities and reduces the cost of living. The future generation is expected to be highly trained in emerging communication technologies by learning how to use these technologies in a pedagogical context and need to appreciate the values associated with remote educational strategies. The fundamental challenge encountered by teachers is to understand the concepts of Education 4.0 and educational institutes must adapt to the demands and challenges of Industry 4.0. There is a necessity for rethinking teaching and redesigning learning to be relevant to post-pandemic learning needs and practices.
1. INTRODUCTION
With today's advancement in the communication industry, educational institutions responded to the pandemic with a curriculum that has transitioned from face-to- face learning to connected mode. It is expected to influence how students adapt and the way in which learning can be converted into practice. Hence it becomes mandatory to reshape the teaching process with the impact of students and
teachers reworking on the learning pedagogies. E-learning is a currently emerging revolution that has replaced old classroom teaching with lifelong or remote learning. Both teachers and students access audio-visual aids on the internet that are organized by various universities worldwide and experts which include certificate programs and training. E-education can be synchronous which includes two-way communication with the participation of all learners and trainers at different places or asynchronous e-learning where real-time learning does not exist and there is on-demand delivery. The benefits include time and location flexibility with cost and time-saving (Zhang & Nunamaker, 2003). This led to a paradigm shift in higher education institutes with a transition among students and teachers from a passive mode to an independent learning environment. Thus, the design for e-teaching learning should be based on the constructivist theory where learning is based on the ability to analyse, synthesize, and evaluate information (Allah & Ghulam, 2010). The conversion from objectivism to constructivism is multidimensional and provides personal tools and social networks to engage the students by using interdisciplinary collaboration (Chirag et al., 2011). By formulating Information and Communication Technology (ICT) policies with the evolution of living laboratories and modernization centres, the indigenous research gap between theory and practice was reduced. Using ICTs in higher education is a multifaceted task in development and implementation (Qureshi et al., 2009). HEIs have crossed three phases of evolution like education with the use of ICTs, multimodal, and virtual. ICTs became essential tools for trainers, scholars and managers to satisfy the purpose of life-long erudition anytime, anywhere, and for anyone (Khan et al., 2011). Higher education strengthened the research quality, quality of teaching and learning, and student employment by following transformational and charismatic leadership styles (Halili, 2019). The use of innovative teaching approaches with greater stratagems strengthens the power of resolving rare complications, motivates the student’s intellectual activity, and encourages thorough training by integrating skill with hands-on activity. An efficient educator improves moralistic services by encouraging novel methods in the student community (Mynbayeva, 2019). To enrich the development, push-pull technology is applied as a driving force for the fourth industrial revolution (Ghobakhloo, 2020). The key elements to evaluate Industry 4.0 for organizations depend on the digitization of supply restraint, the interrelations that exist, and how future investigation should progress (Sony & Naik, 2019). The main requirements for colleges expected in Industry 4.0 include monetary planning, trained staff, an advanced manufacturing firm with advanced organization, and insightful workshops. The present industrial 4.0 change is focusedon attaining digitalization by creating a virtual world by combining digital, physical, and biological systems (Mian et al., 2020). Education 4.0 was recently introduced with an extensive appreciation of Industry 4.0 in the education division which motivates faculty development programs, seminars, and workshops that edify budding engineers with recently advanced skills of Industry 4.0. A road map is considered with three pillars that describe the enhancements to be made in the online mode in course expansion, conduction of laboratory, and club activities (Coşkun et al., 2019). A lot of challenges and opportunities for higher education institutions across the world due to the COVID outbreak were faced which contributed to online learning and teaching outcomes’ understanding (Mseleku, 2020). The majority of the schools and universities had barriers and difficulties like access to computing facilities at home, confidence for learners, and attitude towards computers with ICT usage (Assareh & Bidokht, 2011). Professors have to equip themselves to be good motivators by encouraging the students and providing them with the materials they need like video tutorials and Power Point presentations and knowledge to use hardware and software technologies to yield real-life output during the pandemic crisis (Cortez, 2020). Blending learning creates an appropriate balance by combining web-based courses, and electronic performance support systems, which collectively add to a meaningful learning skill (Singh, 2021). The job market has been shifted in response to new technologies like AI, highlighting the skills required for future jobs. The end result is achieved by enabling new learning experiences to enhance teaching and learning by reducing administrative overload, academics to support research, and the ability to discover new insights (Bonfield et al., 2020). When teachers face administrative transformation related to a public health emergency, transparent internal communication can help inspire problem-focused control handling, reduce ambiguity, and substitute employee organization relationships. Such core practices with reduced managing tactics implementation effectively build strong relationships between organizations and employees (Li et al., 2021).
2. IMPACT OF THE PANDEMIC ON TEACHING-LEARNING PROCESS
The pandemic outbreak severely affected almost all sectors every industry and personnel life, in all countries. The pandemic affected schools, colleges, universities, and offices all over the world and made every human being make the decision to shut their doors. It affected every individual from a kid too old to be aloof. Since this universal and abrupt shift in students to distance learning proved troublesome for teachers, students, and parents, transitioning online in such a short duration became very tricky, and the whole world was kind of turned upside down. The shift to online education made teachers rethink lesson plans to fit into a very different format and many were not computer-savvy. The lessons were reframed and redesigned which encouraged co-learning. Teachers fortified students to be more self-reliant in learning which may be alleged differently and appealing than conventional classroom teaching. Virtual learning has a mandatory transformation by both students and teachers to become accustomed to the new style of learning with an emphasis on being active learners with technological support. This led to work-integrated learning, during the pandemic and its impact on learners and teachers, both in the long-term and short-term. Despite e-learning solutions, there was research that identified consistent issues in the HEIs. Problems in the organization were reported as severe issues in making and breaking the e-learning ingenuities. E-learning is thus considered to be either a challenge or a chance for HEIs throughout the country.
2.1. Requirements
ICT usage has increased communication among students, teachers, and parents' community, providing admittance to unapproachable capitals, and inspiring authentic learning because users can access data that is not provided by books. e-learners have bridged the gap between academia and industry as per the needs of local, national, and international markets by identifying the e-learning technologies as they are obtainable, available, flexible, and serviceable in the environment. e-learning developments are quite complicated and an actual e-learning progress team is required with wide recognition of the presence of multidisciplinary skills, among individual members of the team. The design and development principles need alignment with the teacher and student requirements.
2.2. Opportunities
ICTs are more miscellaneous, influential, and interrogative which can break barriers to teaching teaching-learning process if utilised wisely which is commonly found in traditional classroom environments. It was found that by using the online mode, both students and faculty developed their interactive skills through regular acquaintance with online platforms. Innovative challenges created a space for advanced thinking and pioneering solutions. Difficulties in education such as teacher deficiency, high drop-outs of students, small attainment, and deficiency of prospects can be solved through ICT-enabled projects. Plans and actions should be executed and designers must have an intense thought of the modernization process, and categorize the reliable requirements for fruitful implementation. The inclination is to combine association in their pedagogy and thereby endorse an approach to coaching and learning simultaneously regulating the prospectus with student necessities. Virtual learning environments have emerged with procedures through web-based applications, which helped to grow research skills and capitalize on web-based knowledge. There are new opportunities for research with wide digital data collection and virtual exposure.
2.3. Challenges
The execution of online teaching and learning due to the sudden lockdown has brought vast challenges to the higher education industry. There was remarkable success for higher learning institutions that were already practising and adopting well-established online modes of teaching and learning systems. Many of the colleges and universities faced difficulties due to this shift. The use of e-learning technologies is difficult and challenging for health caretakers, consultants, and investigators for fruitful development. Since ICTs can contribute to learning, the integration of pedagogy with learning models is essential to make e-learning efficacious. The design and development of an e-learning environment lies in the establishment and reworking of educational skills. Amidst the struggle between the requirements of industry in employment and training given by the colleges, there is a need to identify the gap between the required knowledge and given knowledge with skill development through training. A lot of challenges have been faced in implementing this strategy which include a lack of orderly approach, awareness and attitude to ICT execution, and administration with technical support. However, the real challenge has been taken by the government and efforts have been made by the Tamilnadu Skill Development Corporation to roll out skill-based courses in both engineering and arts and science colleges in rural and urban environments and recognizing the worth of investing in education and skills.
3. OVERVIEW OF E-LEARNING
The word “e” in e-learning stands for exhilarating, energetic, excited, expressive, exceptional and enlightening in addition to electronic according to Bernard Luskin. e-learning shifts fully depend on ICTs for coaching, learning and managing in addition to using computers. The blockades of distance and time are eliminated by location flexibility, significant cost and time savings, and a collaborative learning environment, allowing limitless access and recovery of electronic learning resources. e-learning is classified as synchronous in which two or more events occur at the same time simultaneously at different locations with the involvement of students and trainers, or asynchronous in which events occur at different times and learning does not take place in real-time. The management level challenge in e-learning is to proficiently accomplish, access, and distribute information to meet learning requirements. In academics and research, e-learning has maintained substantial progress with interaction, and association, with respect to the transfer of online teaching. The informative prospects have been implemented and executed in many isolated places and villages via the web. The complex aspects of e-education aim to provide a cost-benefit analysis and find a scheme that accommodates all participants, learners, and employers, and the software provides a learning set-up that enables a self-paced and collaborative culture. In the background of globalization and technological development, schools and colleges in all countries have been filled with enormous external and internal tasks (Table 1).
3.1. Traditional E-learning
The traditional e-learning available does not provide a learner cum provider-friendly and cost-effective solution to get easy, quick, and real access to e-learning. While traditional in-person instruction for employee training can be effective, it is often expensive, inconvenient, and cumbersome for the recent fast-paced businesses. Companies and organizations started searching for a more versatile and comprehensive solution to provide relevant training. Evaluation and testing that rely on the tradition of paper and pencil-based examinations such as multiple choices do not provide a comprehensive solution. This limited means of evaluation confines developers to examine only high-level knowledge of complex subjects, rather than the subject matter.
3.2. Multimodal E-learning
Multimodal e-learning is a blend of in-person and system-based education or a mixture of laboratory practice with eLearning resolutions. It is a blended learning that moves from computer-based education where students learn from skill, empowering them to learn with the technology. Multimodal learning experience associates offline and online modes of erudition which benefitted both students and employees during the pandemic. Students attend classes in a hybrid mode, watch animated simulations, and take computer-based tests, which are done conveniently from home. Blended e-learning impeccably integrates education and training into the lives of individual users naturally. Different forms of learning techniques, like web-based courses, virtual software in real-time, and automated performance care systems (APCS) are entrenched in the job task environment. There is a combination of training by the instructor, evaluations, quizzes and tests, hybrid method of conferencing, workshops, and FDP training, asynchronous solitary, on-demand study through which a company can offer peer-to-peer discussion and array of educational services in a manner that is adapted to meet the dynamic needs of any company. The didactic dimension includes content analysis that incorporates the design aspect of e-learning. This learning process is controlled by period, tempo, and place. Blended e-learning applications play a major role in the higher education sector and are escalating.
3.3. Virtual E-learning
Virtual e-learning atmospheres with network-based applications and simulated sermon galleries have great impacts on education. Virtual e-learning is linked with learning like behaviorism which examines how students behave while learning and can be pragmatic through video lectures, game-created events, productive responses, puzzles, constructivism that is pragmatic through systematic knowledge atmospheres, modified learning bids, learning analytics objectivism, cognitive and social constructivism which find application in group discussions, brainstorming, problem-based learning, and small group activities. Virtual learning makes learning more personalized and convenient. It is more interactive and is improved by using the internet both outside and inside the educational organization providing a safe and secure learning environment. Department of Employment and Training has introduced a virtual learning portal for students in both rural and urban environments which overcomes the disadvantages of the physical atmosphere such as time, location, and pace.
