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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Veröffentlicht in:Education and information technologies Jg. 28; H. 2; S. 1373 - 1425
Hauptverfasser: Bizami, Najwa Amanina, Tasir, Zaidatun, Kew, Si Na
Format: Journal Article
Sprache:Englisch
Veröffentlicht: New York Springer US 01.02.2023
Springer
Springer Nature B.V
Schlagworte:
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
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Zusammenfassung: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.
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-022-11243-w