Titlebook: Handbook for Online Learning Contexts: Digital, Mobile and Open; Policy and Practice Ann Marcus-Quinn,Tríona Hourigan Book 2021 Springer Na

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https://doi.org/10.1057/9781137290410 social learning as long as they include an academic foundation and are guided by pedagogical criteria. This type of research facilitates the implementation of pedagogical methods based on social components and network participation that are essential to an increasingly flexible, open and participat

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Margaret C. Jacob,Catherine Secretanne. Technology and the use of social media could recruit children into more informal learning experiences of the natural world (e.g. Schilhab et al. 2018b; Schilhab, 2021)..Based on the research project ‘Natural Technology’, we document and analyse the kind of app technologies children and young peo

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https://doi.org/10.1007/978-981-10-4917-0essions around different content areas but always with the same methodology. In this chapter, we illustrate a session, which focuses on the use of digital texts such as picture book applications to support children’s language learning. We illustrate how the use of research-based multimodal online re

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https://doi.org/10.1007/978-1-4020-8642-7by providing a case study of one such open education initiative, the online ., that has now been undertaken by more than 7000 educators in Australian schools. Based on an extensive analysis of both quantitative and qualitative data sources, this chapter concludes that there are many opportunities fo

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https://doi.org/10.1007/978-1-137-08003-5earning. There were no significant differences between the perceptions of students and parents regarding the benefits and limitations of mobile learning for EFL learning. It was also shown that there is discrepancy between students’ use of mobile devices at home and in the EFL class. While the secon