Session 1: Technology Enabled Learning and Future of Learning in Higher Education

 Technology-Enabled Learning

Technology-Enabled Learning (TEL) describes the use of technology, platforms, systems and digital content to extend and enhance student-centered learning. The design of TEL environments starts with the consideration of pedagogical principles which should not be comprised at any cost while intending to deliver courses online. "Global events such as the 2020 Coronavirus pandemic have hastened the adoption of online technologies in higher education, creating a profound shift that will have long term implications" (Deng & Benckendorff, 2020) on delivering courses/programs.

With the changing time, students are getting more inclined towards technology as they find it convenient. Social media platforms are now gaining more popularity in learning. During this pandemic, I have seen that students prefer connecting with the lecturers on viber to discuss the class activities and assessments. It has also come to my attention that there were even facebook page for few courses where students could easily interact with class mates and share information or be informed. Social media platforms such as Instagram, Twitter, Google Hangout/Video conferencing, Skype are playing major part in education delivery. The end goal of teaching for every teacher is that students attain quality learning which is only possible when students are more engaged in the teaching process. That is when the students are curious, inspired and are invested in the learning.

My personal observation during the discipline meeting last semester, one lecturer mentioned that some of the students prefer to learn through online platforms as it allows them to be more enthusiastic and engaged in learning. However, this may not be the case for some learners as they might face different challenges altogether with online learning and would require face to face learning platform. But with changing times, digital equity will become a must and students need to adapt to it for better learning.

https://www.westernsydney.edu.au/tel

Community of Inquiry and Higher Education

Some might argue that there is no replacement for face-to-face communication but with growing advancements in technologies, this claim may not hold true in the future.

The Community of Inquiry (CoI) is a concept that is based on the notion that learning is a social act. In fact, it has been documented that learners who engage in collaborative activities are more successful in their courses than those who do not (Lee et al., 1993). Furthermore, it has been shown that collaborative learning is considered a more effective method of instruction than traditional teaching methods (Cohen et al., 1994).

Three key concepts of CoI: purposeful, meaning-making and learning

The three concepts mutually reinforce and work together to foster collaborative learning. For example, the concept of "purposeful" learning can be supported by both the "learning" and "meaning-making" roles. The "learning" role requires that students are actively engaged in their own learning process in order to fully understand the material being presented. Therefore, students must engage with the material at a deeper level than merely memorizing facts for an exam. Similarly, the "meaning-making" role requires that students learn how to apply new knowledge in ways that make sense for them and their particular situation. This concept is also present in the idea of "shared" knowledge where learners must develop a common understanding of a topic before they can work together to understand it more deeply. This is an important step in the learning process because it allows learners to question their own assumptions and explore new perspectives. In the end, the three roles work together to create a community of inquiry that encourages students to actively participate in their own learning process and collaboratively explore new material.

In addition, I must say that via Learning Management Systems like Moodle, we do promote the CoI among students, however, some also resort to external websites to search for their queries. It should be noted that learning environment includes a set of instructional methods, or activities, that can be used to achieve the goals.

References

Lee, C., Ng, M., & Jacobs, G. M. (1998). Cooperative learning in the thinking classroom: Current research. Educational Practice and Theory, 20(1), 59–73. https://doi.org/10.7459/ept/20.1.07

Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35. https://doi.org/10.3102/00346543064001001