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People have long talked about the use of technology in education and are looking for ways to incorporate different scientific advances into the learning environment, both to help students learn and make learning more interesting for them as well as to ensure that future generations can innovate based on previously accumulated knowledge. Today, when we talk about technology-enhanced learning, we mean the possibilities created by digital technology, which has become widely available to everyone thanks to both the creation of Intel’s digital microprocessor in 1971 (Chan et al., in Research and Practice in Technology Enhanced Learning 1:3–29, 2006) and the creation of the world wide web in 1990 (Berners-Lee, T., & Cailliau, R. (1990, November 12). WorldWideWeb: Proposal for a HyperText Project. https://www.w3.org/Proposal.html). The current crisis caused by the Covid-19 pandemic has given a further boost to technological developments to ensure access to education, which is one of the most important areas of society. Everyone has come across education in its various forms, either by learning at any level or form of education or by being a parent who has become a provider of home-schooling during remote learning (Daniela et al., in Sustainability 13:3640, 2021), whether as an educator or a creator of learning materials and technologies. The Covid crisis has shown that the use of technology is sometimes the only way to provide access to education, but despite the potential of technology to organize synchronous and asynchronous learning, there are still many problems in using technology, both in terms of just sending students materials to learn by e-mail and also with the initial inflexibility of the learning process. For instance, synchronous online classes were organized for students according to the traditional agenda of classes without thinking about the students’ ability to focus on on-screen activities for many hours and, after that, to do independent work.
Linda Daniela. Smart Pedagogy as a Driving Wheel for Technology-Enhanced Learning. Technology, Knowledge and Learning 2021, 1 -8.
AMA StyleLinda Daniela. Smart Pedagogy as a Driving Wheel for Technology-Enhanced Learning. Technology, Knowledge and Learning. 2021; ():1-8.
Chicago/Turabian StyleLinda Daniela. 2021. "Smart Pedagogy as a Driving Wheel for Technology-Enhanced Learning." Technology, Knowledge and Learning , no. : 1-8.
This paper aims to explore the potential role of Master’s of Education dissertation/thesis work in developing twenty-first century skills. A total of 600 education professionals studying Master’s of Education programmes in five countries – Poland, Portugal, England, Latvia, and Romania – were surveyed. The findings have revealed that participants recognise the usefulness of twenty-first century skills for their (future) professional practice, and perceive dissertation/thesis work as a valuable foundation for developing these skills. This study offers practical implications for designers of Master’s of Education programmes and contributes to our understanding that this assignment is not only a formal requirement for obtaining a degree, but that it also serves as a pathway towards deepening students’ professional learning.
Marta Kowalczuk-Walędziak; Amélia Lopes; James M. Underwood; Linda Daniela; Otilia Clipa; Tomasz Prymak. Empowering education professionals with twenty-first century skills through Master’s of Education dissertation/thesis work. Innovations in Education and Teaching International 2021, 1 -12.
AMA StyleMarta Kowalczuk-Walędziak, Amélia Lopes, James M. Underwood, Linda Daniela, Otilia Clipa, Tomasz Prymak. Empowering education professionals with twenty-first century skills through Master’s of Education dissertation/thesis work. Innovations in Education and Teaching International. 2021; ():1-12.
Chicago/Turabian StyleMarta Kowalczuk-Walędziak; Amélia Lopes; James M. Underwood; Linda Daniela; Otilia Clipa; Tomasz Prymak. 2021. "Empowering education professionals with twenty-first century skills through Master’s of Education dissertation/thesis work." Innovations in Education and Teaching International , no. : 1-12.
This study is unique in its attempt to combine the Technology Acceptance Model (TAM) with external variables and the Information System Continuance Theory, in the context of mobile learning. It extends TAM with the external variables perceived mobility and perceived enjoyment. Mainly, students’ perception of cell phones effect on their academic performance is investigated. The study was conducted at two different universities—in Europe and the Middle East. Cell phone usage is analyzed from the perspective of mobile learning. The data in this study were collected from 103 students from the University of Latvia and 106 students from a Middle Eastern private American University. This study shows that there is no significant difference on how the two groups perceive the use of cell phone and their opinion of its impact on their academic performance. The obtained results are in line with the theoretical model. They show the influence of perceived enjoyment and perceived usefulness on students’ attitudes towards using cell phones. Data shows that there is a positive relationship between cell phone usage and students’ perception of its effect on their academic performance. This study reveals several interesting findings, and it is believed that this research offers the educators and administrators further insight in analysing the current effect of cell phones on students’ academic performance and the possibility of adopting mobile learning as one of the technological tools which supports technology enhanced learning.
Bashar Zogheib; Linda Daniela. Students’ Perception of Cell Phones Effect on their Academic Performance: A Latvian and a Middle Eastern University Cases. Technology, Knowledge and Learning 2021, 1 -17.
AMA StyleBashar Zogheib, Linda Daniela. Students’ Perception of Cell Phones Effect on their Academic Performance: A Latvian and a Middle Eastern University Cases. Technology, Knowledge and Learning. 2021; ():1-17.
Chicago/Turabian StyleBashar Zogheib; Linda Daniela. 2021. "Students’ Perception of Cell Phones Effect on their Academic Performance: A Latvian and a Middle Eastern University Cases." Technology, Knowledge and Learning , no. : 1-17.
Bashar Zogheib; Linda Daniela. Students’ Perception of Cell Phones Effect on their Academic Performance: A Latvian and a Middle Eastern University Cases. 2021, 1 -17.
AMA StyleBashar Zogheib, Linda Daniela. Students’ Perception of Cell Phones Effect on their Academic Performance: A Latvian and a Middle Eastern University Cases. . 2021; ():1-17.
Chicago/Turabian StyleBashar Zogheib; Linda Daniela. 2021. "Students’ Perception of Cell Phones Effect on their Academic Performance: A Latvian and a Middle Eastern University Cases." , no. : 1-17.
In the spring of 2020, when the entire education system worldwide switched to distance learning, parents became key learning agents, helping students to understand how to continue learning, how to use digital solutions and how to support students in this process. This article summarizes parents’ views on the distance learning process and the challenges they faced. This is part of a larger study carried out within the project “Life with COVID-19: Evaluation of the overcoming coronavirus crisis in Latvia and recommendations for social resilience in the future” (CoLife), which was launched in Latvia in the summer of 2020 and analyzed what digital learning tools schools can use to support students in their learning. Parents’ views on 738 school-age children (313 responses about 1st–4th graders; 362 responses for 5th–9th graders and 63 responses for 10th–12th graders) were obtained, and the main conclusions were that after parents became learning agents, they would have liked more support from educators to understand how to support their children in the learning process. Parents would also have liked schools to be interested in how their children are doing and whether everything necessary is available. Overall, it can be concluded that in this crisis, parents tried to support their children, and in most cases, it was the mothers of the students who provided this support, but it was primarily based on the need to use digital technologies, which means that children whose parents do not use digital technologies may be more exposed to the danger of falling into a risk group with larger educational gaps.
Linda Daniela; Zanda Rubene; Arta Rūdolfa. Parents’ Perspectives on Remote Learning in the Pandemic Context. Sustainability 2021, 13, 3640 .
AMA StyleLinda Daniela, Zanda Rubene, Arta Rūdolfa. Parents’ Perspectives on Remote Learning in the Pandemic Context. Sustainability. 2021; 13 (7):3640.
Chicago/Turabian StyleLinda Daniela; Zanda Rubene; Arta Rūdolfa. 2021. "Parents’ Perspectives on Remote Learning in the Pandemic Context." Sustainability 13, no. 7: 3640.
The use of different technologies and technological solutions for learning purposes is no longer a novelty in the educational environment. Digital teaching materials are being developed that can be used both in classroom activities and for providing students with opportunities for independent learning. However, alongside these materials, there are various additional opportunities that can be used in the educational process to make learning more interesting and to motivate learners to become more actively involved in the construction of their knowledge. One is mobile applications, where augmented reality (AR) solutions enable the anatomy to be learned interactively by accessing knowledge traditionally provided through two-dimensional teaching aids, or sometimes through static three-dimensional objects. Mobile applications with AR solutions allow to understand the anatomy from both the external and internal dimensions of the body without being in a specific laboratory or anatomy laboratory (anatomicum). This article summarizes the evaluation results of 41 applications analyzed in the first evaluation phase, and seven mobile applications that met all of the advanced selection criteria were selected for in-depth analyses using a developed evaluation framework with 19 criteria from three areas: (a) technological performance, (b) information architecture, and (c) educational value.
Santa Dreimane; Linda Daniela. Educational Potential of Augmented Reality Mobile Applications for Learning the Anatomy of the Human Body. Technology, Knowledge and Learning 2020, 1 -26.
AMA StyleSanta Dreimane, Linda Daniela. Educational Potential of Augmented Reality Mobile Applications for Learning the Anatomy of the Human Body. Technology, Knowledge and Learning. 2020; ():1-26.
Chicago/Turabian StyleSanta Dreimane; Linda Daniela. 2020. "Educational Potential of Augmented Reality Mobile Applications for Learning the Anatomy of the Human Body." Technology, Knowledge and Learning , no. : 1-26.
Virtual solutions for exhibiting museum collections are no longer a novelty, as such experiences already exist in the world, but the remote use of museum collections for learning purposes has so far not been widely used in the educational environment. This article analyzes virtual museum applications by evaluating them from a learning perspective, including 25 criteria in the evaluation rubric divided into three groups: (i) Technical performance; (ii) information architecture; and (iii) educational value. This will enable educators to select the most appropriate material for their specific learning purpose and to plan the most appropriate learning strategies by organizing training sessions to acquire knowledge that can be enhanced by museum information and teaching students digital skills in evaluating information available in the digital environment, analyzing its pros and cons to teach them how to develop new innovative solutions. The research is carried out from a phenomenological perspective; to be more precise, virtual museums are analyzed using the principles of transcendental design and a hermeneutic design is used to interpret the resulting data. A total of 36 applications of virtual museums were analyzed, whereupon the results were compiled using static data analysis software, while 13 applications were used for the hermeneutic data analysis. The results suggest that the strength of virtual museums is in information architecture, but less attention is paid to the educational value of the material, which points to the need to change the principles of virtual museum design and emphasizes the role of teachers in using virtual museums as learning agents.
Linda Daniela. Virtual Museums as Learning Agents. Sustainability 2020, 12, 2698 .
AMA StyleLinda Daniela. Virtual Museums as Learning Agents. Sustainability. 2020; 12 (7):2698.
Chicago/Turabian StyleLinda Daniela. 2020. "Virtual Museums as Learning Agents." Sustainability 12, no. 7: 2698.
The relationship between master’s thesis work and teachers’ professional development has rarely been explored empirically, yet. Drawing upon a larger study, this paper investigates how teachers who were studying for or who have recently graduated from Master of Education programmes offered in five countries – Poland, Portugal, England, Latvia, Romania – perceive the usefulness of dissertation/thesis work for their professional development and how they attempt to use their MA research results in their (future) teaching practice. Results suggest that although most respondents recognized their MA dissertation/thesis work as having a positive impact on their professional development by enhancing their professionalism, personal development and growth, and understanding the relationship between research and practice, they were less confident about the use of MA research findings in their (future) workplaces. These results are discussed in the context of current challenges regarding master’s level education for teachers, national governments’ educational policies, and the relationship between research, teachers’ practices and professional development.
Marta Kowalczuk-Walędziak; Amélia Lopes; James Underwood; Linda Daniela; Otilia Clipa. Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work. Teaching Education 2019, 31, 459 -479.
AMA StyleMarta Kowalczuk-Walędziak, Amélia Lopes, James Underwood, Linda Daniela, Otilia Clipa. Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work. Teaching Education. 2019; 31 (4):459-479.
Chicago/Turabian StyleMarta Kowalczuk-Walędziak; Amélia Lopes; James Underwood; Linda Daniela; Otilia Clipa. 2019. "Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work." Teaching Education 31, no. 4: 459-479.
The inroads of sophisticated technologies and related applications in the field of education trigger several developments related not only to the processes of managing education institutions across levels and domains but also pertaining to approaches to teaching and learning. As advances in technology impact all aspects of life, when adopting and adapting to these advances, the education sector is expected to respond to issues and processes that current technological revolution triggers in the entire society. Hence, effective and forward-looking manner of managing technological advances in the education sector today is a necessity to ensure sustainability of that sector in the future. The objective of this Special Issue was to reflect on these issues, to identify the key questions that have to be addressed in this context, and to encourage new critical insights into these developments.
Anna Visvizi; Linda Daniela. Technology-Enhanced Learning and the Pursuit of Sustainability. Sustainability 2019, 11, 4022 .
AMA StyleAnna Visvizi, Linda Daniela. Technology-Enhanced Learning and the Pursuit of Sustainability. Sustainability. 2019; 11 (15):4022.
Chicago/Turabian StyleAnna Visvizi; Linda Daniela. 2019. "Technology-Enhanced Learning and the Pursuit of Sustainability." Sustainability 11, no. 15: 4022.
The use of robots in the learning process has been popular since S. Papert developed his LOGO Turtle idea and argued that students can construct their own knowledge, test their constructive solutions and be motivated to learn if they use robotics in the learning process. Today, the idea of using elements of robotics in the learning process is no longer new and innovative but there are still elements that can be developed and issues that should be discussed. In this chapter, the authors provide the research model and five research tools (structured observation protocol, evaluation of the possible risks of early school leaving to be filled in by teachers before and after activities, students’ questionnaires to be filled in before and after activities) for evaluating the outcomes of organized after-school robotics activities. The research model and tools were tested and approbated with students who are at risk of early school leaving and students who participate in robotics activities to develop computational thinking.
Linda Daniela; Raimonds Strods; Ilze France. Activities with Educational Robotics: Research Model and Tools for Evaluation of Progress. Smart Learning with Educational Robotics 2019, 251 -266.
AMA StyleLinda Daniela, Raimonds Strods, Ilze France. Activities with Educational Robotics: Research Model and Tools for Evaluation of Progress. Smart Learning with Educational Robotics. 2019; ():251-266.
Chicago/Turabian StyleLinda Daniela; Raimonds Strods; Ilze France. 2019. "Activities with Educational Robotics: Research Model and Tools for Evaluation of Progress." Smart Learning with Educational Robotics , no. : 251-266.
Early School Leaving (ESL) is a problem for many countries and some have pledged to reduce the number of children leaving school early to below 10% by 2020. Between October 2015 and September 2017, Italy, Greece and Latvia implemented an Erasmus+ project that used robotics to reduce the risk of ESL. The effectiveness of the teaching and learning materials developed during the project and the pedagogical strategies used were examined in groups at high-risk of ESL and in the work of the teachers participating in the project. In this paper, the use of robotics to reduce the risks of early school leaving is analysed from the perspective of sustainable education. Mixed methods were used to evaluate the project, and several tools were developed to gather qualitative and quantitative data. Preliminary evaluation of the project was based on action research principles. It was concluded that the use of robotics enhanced the motivation to learn in students at high-risk of ESL and encouraged them to construct knowledge actively and independently, thus reducing their risk of ESL and in the long-term ensuring the 4th SDG was reached, particularly sustainable education. Analysis of teachers’ responses also supported the conclusion that the use of robotics improved the students’ attitude towards learning, motivation and ensured active participation in the learning process.
Linda Daniela; Raimonds Strods. Educational Robotics for Reducing Early School Leaving from the Perspective of Sustainable Education. Smart Learning with Educational Robotics 2019, 43 -61.
AMA StyleLinda Daniela, Raimonds Strods. Educational Robotics for Reducing Early School Leaving from the Perspective of Sustainable Education. Smart Learning with Educational Robotics. 2019; ():43-61.
Chicago/Turabian StyleLinda Daniela; Raimonds Strods. 2019. "Educational Robotics for Reducing Early School Leaving from the Perspective of Sustainable Education." Smart Learning with Educational Robotics , no. : 43-61.
VR and AR can bring changes not only to the everyday life of society, but also in humans’ cognitive capacity to perceive and imagine, giving them the opportunity to experience what is not possible in the real world, and equipping them with the possibility to see objects, places and situations that cannot be seen in reality. Technologies change the field of education, the way people learn and the way they acquire knowledge; consequently, changes need to be made in the way students are taught and in how their knowledge is assessed when using these technologies. In the context of VR/AR educational experiences, significant transformations are needed; in particular, these experiences move away from local teaching to translocal teaching as the virtual world gives students the possibility to disconnect from their physical environment. VR/AR can be combined with haptic solutions and ideas of gamification to support learning and provide diverse experiences. Both the socialisation process and the environment are partly transformed, and virtual communities are created which, in turn, advance new challenges to the teaching and learning process.
Linda Daniela; Miltiadis D. Lytras. Editorial: themed issue on enhanced educational experience in virtual and augmented reality. Virtual Reality 2019, 23, 325 -327.
AMA StyleLinda Daniela, Miltiadis D. Lytras. Editorial: themed issue on enhanced educational experience in virtual and augmented reality. Virtual Reality. 2019; 23 (4):325-327.
Chicago/Turabian StyleLinda Daniela; Miltiadis D. Lytras. 2019. "Editorial: themed issue on enhanced educational experience in virtual and augmented reality." Virtual Reality 23, no. 4: 325-327.
This chapter summarizes the development and transformation of the International Journal of Knowledge Society Research (IJKSR) into a new form called the International Journal of Smart Education and Urban Society (IJSEUS). In the chapter, there is used literature review methodology to analyze the 199 articles published in 32 issues from 2010 to 2017. The obtained results allow us to ascertain what were the emerging topics published in the journal, which types of research article are published more often, and which countries are represented. The aggregated data also allow us to identify future directions in developing a journal and promoting its visibility and citation. The descriptive analysis method was adopted for data analysis, the quantitative data were compiled using Excel software, and the content analysis was done descriptively by defining the research categories.
Linda Daniela; Kwok Tai Chui; Anna Visvizi; Miltiades D. Lytras. On the Way to Smart Education and Urban Society. Advances in Knowledge Acquisition, Transfer, and Management 2019, 1 -11.
AMA StyleLinda Daniela, Kwok Tai Chui, Anna Visvizi, Miltiades D. Lytras. On the Way to Smart Education and Urban Society. Advances in Knowledge Acquisition, Transfer, and Management. 2019; ():1-11.
Chicago/Turabian StyleLinda Daniela; Kwok Tai Chui; Anna Visvizi; Miltiades D. Lytras. 2019. "On the Way to Smart Education and Urban Society." Advances in Knowledge Acquisition, Transfer, and Management , no. : 1-11.
Virtual and Augmented Reality (VR & AR) with its various computer-based virtual simulations and teaching aids have already begun to transform the medical education and training. The use of virtual labs and anatomy lessons including the use of Virtual Learning Environments (VLEs) as in the delivery of lectures and surgery operations are explored. The purpose of this chapter is to promote the role of VR & AR in the context of medical education as an innovative, effective, and cost-reasonable solution for the provision of better and faster practical training. This chapter overall investigates and explores the potential of VLEs in terms of the necessary concepts and principles that allow students to develop a more direct and meaningful experiential understanding of the learning goals and outcomes of courses and of the practical and transferable skills required. A business model related to cloud active learning in medical education and training is proposed in line with the idea of an Open Agora of Virtual Reality Learning Services.
Paraskevi Papadopoulou; Kwok Tai Chui; Linda Daniela; Miltiadis D. Lytras. Virtual and Augmented Reality in Medical Education and Training. Practical Perspectives on Educational Theory and Game Development 2019, 109 -150.
AMA StyleParaskevi Papadopoulou, Kwok Tai Chui, Linda Daniela, Miltiadis D. Lytras. Virtual and Augmented Reality in Medical Education and Training. Practical Perspectives on Educational Theory and Game Development. 2019; ():109-150.
Chicago/Turabian StyleParaskevi Papadopoulou; Kwok Tai Chui; Linda Daniela; Miltiadis D. Lytras. 2019. "Virtual and Augmented Reality in Medical Education and Training." Practical Perspectives on Educational Theory and Game Development , no. : 109-150.
As technologies become more exciting, interactive, and reachable, various technological solutions are used in higher education. On the one hand, there is the conviction that technologies are indispensable, both for improving learning and for making learning process more effective, both in terms of learning outcomes and in terms of costs. Additionally, technology and technological solutions can provide sustainability of knowledge because students develop the competences that they will need in their future professional work. This chapter summarises the systematic literature review (SLR) carried out by the authors in analysing research that has been done on the impact of technology-enhanced learning on learning outcomes in order to understand what emerging research has been done, as the authors published a similar study one year ago. The SLR was conducted for the period of 2010 to 2018 by selecting peer-reviewed articles on specified terms. The selected articles were then analysed following sub-purposes. The descriptive analysis method was adopted for the data analysis.
Linda Daniela; Raimonds Strods; Daiga Kalniņa. Technology-Enhanced Learning (TEL) in Higher Education. Digital Technology Advancements in Knowledge Management 2019, 12 -24.
AMA StyleLinda Daniela, Raimonds Strods, Daiga Kalniņa. Technology-Enhanced Learning (TEL) in Higher Education. Digital Technology Advancements in Knowledge Management. 2019; ():12-24.
Chicago/Turabian StyleLinda Daniela; Raimonds Strods; Daiga Kalniņa. 2019. "Technology-Enhanced Learning (TEL) in Higher Education." Digital Technology Advancements in Knowledge Management , no. : 12-24.
It has been quite a long time since S. Papert introduced the idea that children should be involved in the use of computers in the learning process to support the development of computational thinking. Nowadays, educational robotics is introduced in different dimensions of education, but mostly it is used as part of a compulsory educational process in nonformal educational activities, in activities to reduce the risks of early school leaving, and in initiatives introduced by some projects where different aspects of educational robotics are tested in activities with students who have diverse special needs. But till now robotics has mostly been associated with the field of Science, Technology, Engineering, and Mathematics, and outcomes of educational robotics are measured through the prism of improved knowledge in STEM subjects. In this special issue, journal researchers provide results on ER in the context of inclusive education.
Linda Daniela; Miltiadis D. Lytras. Educational Robotics for Inclusive Education. Technology, Knowledge and Learning 2018, 24, 219 -225.
AMA StyleLinda Daniela, Miltiadis D. Lytras. Educational Robotics for Inclusive Education. Technology, Knowledge and Learning. 2018; 24 (2):219-225.
Chicago/Turabian StyleLinda Daniela; Miltiadis D. Lytras. 2018. "Educational Robotics for Inclusive Education." Technology, Knowledge and Learning 24, no. 2: 219-225.
Learning through online platform opportunities is one way of organizing a technology-enhanced learning process. This chapter provides an overview of the place and role of learning platforms in the pedagogical process, defines the differences between learning platforms and learning management systems and offers a toolkit for evaluating learning platforms. The toolkit includes 22 criteria divided into 43 sub-criteria, which can be evaluated at 3 levels. This tool can help teachers, school administrators and other stakeholders to make a pedagogically based choice when it comes to choosing which learning platform solutions to use to scaffold student learning in a transformed learning process that is affected by digitalization.
Linda Daniela; Arta Rūdolfa. Learning Platforms: How to Make the Right Choice. Didactics of Smart Pedagogy 2018, 191 -209.
AMA StyleLinda Daniela, Arta Rūdolfa. Learning Platforms: How to Make the Right Choice. Didactics of Smart Pedagogy. 2018; ():191-209.
Chicago/Turabian StyleLinda Daniela; Arta Rūdolfa. 2018. "Learning Platforms: How to Make the Right Choice." Didactics of Smart Pedagogy , no. : 191-209.
The progress of technology has raised challenges to the educational environment, so it is necessary to search for answers to the questions: How can one teach better? How can one scaffold the student in the learning process? What kind of competencies should be developed? What competencies do teachers need? What kind of technology should be used or not be used? This chapter analyses the role of pedagogy for education and outlines the risks for cognitive development that may result from the introduction of technology without an understanding of pedagogical principles. These risks are defined as a centrifugal effect that can be mitigated by integrating technology into the educational process using the principles of Smart Pedagogy. The idea of Smart Pedagogy for technology-enhanced learning is defined, and the author explains why the term ‘Smart’ has been chosen to define the pedagogical aspects of TEL. In addition, a conceptual model of the educational process in which Smart Pedagogy is the driving force of technology-enhanced learning is developed. There is outlined the necessity for predictive analytical competence, which is emerging for TEL.
Linda Daniela. Smart Pedagogy for Technology-Enhanced Learning. Didactics of Smart Pedagogy 2018, 3 -21.
AMA StyleLinda Daniela. Smart Pedagogy for Technology-Enhanced Learning. Didactics of Smart Pedagogy. 2018; ():3-21.
Chicago/Turabian StyleLinda Daniela. 2018. "Smart Pedagogy for Technology-Enhanced Learning." Didactics of Smart Pedagogy , no. : 3-21.
Linda Daniela; Anna Visvizi; Miltiadis D. Lytras. Chapter 1 How to Predict the Unpredictable: Technology-enhanced Learning and Learning Innovations in Higher Education. The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence 2018, 11 -26.
AMA StyleLinda Daniela, Anna Visvizi, Miltiadis D. Lytras. Chapter 1 How to Predict the Unpredictable: Technology-enhanced Learning and Learning Innovations in Higher Education. The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence. 2018; ():11-26.
Chicago/Turabian StyleLinda Daniela; Anna Visvizi; Miltiadis D. Lytras. 2018. "Chapter 1 How to Predict the Unpredictable: Technology-enhanced Learning and Learning Innovations in Higher Education." The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence , no. : 11-26.
Anna Visvizi; Miltiadis D. Lytras; Linda Daniela. Introduction The Future of Innovation and Technology in Education: A Case for Restoring the Role of the Teacher as a Mentor. The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence 2018, 1 -8.
AMA StyleAnna Visvizi, Miltiadis D. Lytras, Linda Daniela. Introduction The Future of Innovation and Technology in Education: A Case for Restoring the Role of the Teacher as a Mentor. The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence. 2018; ():1-8.
Chicago/Turabian StyleAnna Visvizi; Miltiadis D. Lytras; Linda Daniela. 2018. "Introduction The Future of Innovation and Technology in Education: A Case for Restoring the Role of the Teacher as a Mentor." The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence , no. : 1-8.