Abstract
With the changes that digitization has ushered in to all facets of our society and lives since the early 2000s, it is no surprise that education has changed significantly over that time. The most significant change for education has come in the form of digital tools, resources, and connectivity. Higher education and Universities in particular have been challenged to address these changes as fast as they have appeared in our global society. Moving from brick and mortar placed-based education to all kinds of online and hybrid blends of education delivery has been both costly and difficult to implement. The biggest challenges for the new technology-enabled education delivery model adopted by universities over the past 10 years are no longer technical or infrastructure based, but rather pedagogical. These challenges coupled with the increased global demand for Higher Education, some of which will need to be met with increases in virtual and online university offerings, highlight the importance of pedagogical challenges that leverage the benefits that technology-enabled education provides.
This chapter explores some of the needed changes and adaptations of existing models and pedagogical approaches for education delivery. Specifically, this chapter examines how learning theories and practices, such as networked learning, authentic learning, and the Community of Inquiry, can be implemented to enable quality virtual higher education. Based on an exploration of theory and recent practices being implemented, this chapter describes how these three pedagogical approaches have been used in online course delivery that provides quality sustainable education for virtual students.
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Ostashewski, N. (2023). Adapting and Creating New Theories Through the Ongoing Research of Technology-Enhanced Learning. In: Sankey, M.D., Huijser, H., Fitzgerald, R. (eds) Technology-Enhanced Learning and the Virtual University. University Development and Administration. Springer, Singapore. https://doi.org/10.1007/978-981-99-4170-4_14
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