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

Blended learning is widely known for its ability to improve learning, nevertheless little is still known about the best ways of designing effective blended learning environment which can support immersive learning such as greater learning experience and accessibility to education. In this respect, t...

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Vydáno v:Education and information technologies Ročník 28; číslo 2; s. 1373 - 1425
Hlavní autoři: Bizami, Najwa Amanina, Tasir, Zaidatun, Kew, Si Na
Médium: Journal Article
Jazyk:angličtina
Vydáno: New York Springer US 01.02.2023
Springer
Springer Nature B.V
Témata:
Blended Learning
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Education
Educational Environment
Educational innovations
Educational Technology
Electronic Publishing
Immersive learning
Information Systems Applications (incl.Internet)
Learning Management Systems
Literature reviews
Pedagogy
Social Media
Social networks
Systematic review
Teachers
Teaching Methods
Technology Uses in Education
User Interfaces and Human Computer Interaction
Web Sites
Weblogs
Technological learning tools capabilities
Immersive blended learning
Cybergogy
Innovative pedagogical principles
Heutagogy
Peeragogy
ISSN:1360-2357, 1573-7608
On-line přístup:Získat plný text
Tagy: Přidat tag
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Abstract Blended learning is widely known for its ability to improve learning, nevertheless little is still known about the best ways of designing effective blended learning environment which can support immersive learning such as greater learning experience and accessibility to education. In this respect, this study investigates the mapping of the principles of three Education 4.0 innovative pedagogies, namely, heutagogy, peeragogy, and cybergogy, with the capabilities of three technological learning tools, that is, Facebook (FB), Learning Management System (LMS), and Blog, via a systematic literature review technique. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used as the methodology, and the literature was further selected using Gough’s Weight of Evidence criteria, resulting in 59 studies. The results show that cognitive factor is the most linked pedagogical principle to the four main capabilities of technological learning tools, that is, time, self-related, learning task, and learning community-related. This mapping is useful for instructors to plan learning and teaching by choosing the technological learning tools that match with appropriate Education 4.0 pedagogies for optimising the immersive blended learning practices.
AbstractList Blended learning is widely known for its ability to improve learning, nevertheless little is still known about the best ways of designing effective blended learning environment which can support immersive learning such as greater learning experience and accessibility to education. In this respect, this study investigates the mapping of the principles of three Education 4.0 innovative pedagogies, namely, heutagogy, peeragogy, and cybergogy, with the capabilities of three technological learning tools, that is, Facebook (FB), Learning Management System (LMS), and Blog, via a systematic literature review technique. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used as the methodology, and the literature was further selected using Gough's Weight of Evidence criteria, resulting in 59 studies. The results show that cognitive factor is the most linked pedagogical principle to the four main capabilities of technological learning tools, that is, time, self-related, learning task, and learning community-related. This mapping is useful for instructors to plan learning and teaching by choosing the technological learning tools that match with appropriate Education 4.0 pedagogies for optimising the immersive blended learning practices.
Blended learning is widely known for its ability to improve learning, nevertheless little is still known about the best ways of designing effective blended learning environment which can support immersive learning such as greater learning experience and accessibility to education. In this respect, this study investigates the mapping of the principles of three Education 4.0 innovative pedagogies, namely, heutagogy, peeragogy, and cybergogy, with the capabilities of three technological learning tools, that is, Facebook (FB), Learning Management System (LMS), and Blog, via a systematic literature review technique. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used as the methodology, and the literature was further selected using Gough's Weight of Evidence criteria, resulting in 59 studies. The results show that cognitive factor is the most linked pedagogical principle to the four main capabilities of technological learning tools, that is, time, self-related, learning task, and learning community-related. This mapping is useful for instructors to plan learning and teaching by choosing the technological learning tools that match with appropriate Education 4.0 pedagogies for optimising the immersive blended learning practices.Blended learning is widely known for its ability to improve learning, nevertheless little is still known about the best ways of designing effective blended learning environment which can support immersive learning such as greater learning experience and accessibility to education. In this respect, this study investigates the mapping of the principles of three Education 4.0 innovative pedagogies, namely, heutagogy, peeragogy, and cybergogy, with the capabilities of three technological learning tools, that is, Facebook (FB), Learning Management System (LMS), and Blog, via a systematic literature review technique. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were used as the methodology, and the literature was further selected using Gough's Weight of Evidence criteria, resulting in 59 studies. The results show that cognitive factor is the most linked pedagogical principle to the four main capabilities of technological learning tools, that is, time, self-related, learning task, and learning community-related. This mapping is useful for instructors to plan learning and teaching by choosing the technological learning tools that match with appropriate Education 4.0 pedagogies for optimising the immersive blended learning practices.
Audience Academic
Author Tasir, Zaidatun
Kew, Si Na
Bizami, Najwa Amanina
Author_xml – sequence: 1
  givenname: Najwa Amanina
  surname: Bizami
  fullname: Bizami, Najwa Amanina
  organization: Department of Science, Mathematics & Creative Multimedia Education, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia
– sequence: 2
  givenname: Zaidatun
  surname: Tasir
  fullname: Tasir, Zaidatun
  email: p-zaida@utm.my
  organization: Department of Science, Mathematics & Creative Multimedia Education, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia
– sequence: 3
  givenname: Si Na
  surname: Kew
  fullname: Kew, Si Na
  organization: Language Academy, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia
BackLink http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1368128$$DView record in ERIC
https://www.ncbi.nlm.nih.gov/pubmed/35919874$$D View this record in MEDLINE/PubMed
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ContentType Journal Article
Copyright The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022
The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022.
COPYRIGHT 2023 Springer
Copyright Springer Nature B.V. Feb 2023
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– notice: COPYRIGHT 2023 Springer
– notice: Copyright Springer Nature B.V. Feb 2023
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Issue 2
Keywords Technological learning tools capabilities
Immersive blended learning
Cybergogy
Innovative pedagogical principles
Heutagogy
Peeragogy
Language English
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Snippet Blended learning is widely known for its ability to improve learning, nevertheless little is still known about the best ways of designing effective blended...
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StartPage 1373
SubjectTerms Blended Learning
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Education
Educational Environment
Educational innovations
Educational Technology
Electronic Publishing
Immersive learning
Information Systems Applications (incl.Internet)
Learning Management Systems
Literature reviews
Pedagogy
Social Media
Social networks
Systematic review
Teachers
Teaching Methods
Technology Uses in Education
User Interfaces and Human Computer Interaction
Web Sites
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Title Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review
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