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Education 3.0 is an umbrella term used by educational theorists to describe a variety of ways to integrate technology into learning. According to Jeff Borden, Education 3.0 entails a confluence of neuroscience, cognitive psychology, and education technology, using web-based digital and mobile technology , including apps, hardware and software ...
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. [1]
These theories can be placed into four main categories: 1) theories of independent study (e.g. Charles Wedemeyer, Michael Moore); 2) theories of the industrialization of teaching (e.g. Otto Peters); 3) theories of interaction and communication (e.g. Borje Holmberg); and 4) a synthesis of existing theories of communication and diffusion and ...
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.
Web3 (also known as Web 3.0) [1] [2] [3] is an idea for a new iteration of the World Wide Web which incorporates concepts such as decentralization, blockchain technologies, and token-based economics. [4] This is distinct from Tim Berners-Lee's concept of the Semantic Web.
The creation of smartphones laid the foundation for mobile learning, and subsequent innovations in mobile devices propelled mobile learning into the realm of projects and research. Chronologically, m-learning research has been characterized into three phases: the first phase is the focus on devices; the second is the focus on learning outside ...
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Meanwhile, research illustrates that understanding the motivations and barriers of adult learners can increase their enrollment and retention. [35] Additional research shows that adult learners are more motivated in the classroom when they can clearly identify the application of their education to their professional or personal experiences. [35]