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Reflective dialogue is a key component of a critical consciousness-raising, a liberatory praxis attributed to Paulo Freire, in learning so that the learning process itself is a praxis of liberation. Critical Digital Pedagogy integrates a second-order, meta-level analysis as part of teaching and learning about or through the use of web-based ...
Electronic marking, also known as e-marking and onscreen marking, is the use of digital educational technology specifically designed for marking. The term refers to the electronic marking or grading of an exam. E-marking is an examiner led activity closely related to other e-assessment activities such as e-testing, or e-learning which are ...
The extent to which e-learning assists or replaces other learning and teaching approaches is variable, ranging on a continuum from none to fully online distance learning. [ 74 ] [ 75 ] A variety of descriptive terms have been employed (somewhat inconsistently) to categorize the extent to which technology is used.
Salmon developed a five-stage model of e-learning and e-moderating that for some time has had a major influence where online courses and online discussion forums have been used. [13] In her five-stage model, individual access and the ability of students to use the technology are the first steps to involvement and achievement.
A number of other terms (distributed learning, e-learning, m-learning, online learning, virtual classroom, etc.) are used roughly synonymously with distance education. E-learning has shown to be a useful educational tool. E-learning should be an interactive process with multiple learning modes for all learners at various levels of learning.
To engage virtual students even further, a process known as gamification can be used to teach a student learning material in a form of a game to bring more enjoyment in a student's learning experience. [9] Secondlife, an online virtual world, is a type of gamification system that is used for online educational purposes. [10]
The prior design of online activities, sometimes known as e-tivities, is one aspect of strategic tutoring. E-tivities promote peer group learning and result in less online tutoring time. E-tivities have the following characteristics: they can optimise student engagement if they are authentic and relevant learning activities;
Students decide for themselves how to measure their progress as self-starting learners as a process of self-evaluation: real lifelong learning and the proper educational assessment for the 21st century, they allege. [44] According to Sudbury schools, this policy does not cause harm to their students as they move on to life outside the school.