Introduction to digitally enhanced learning
Dr Vicki Dale; Richard Beggs; and Ikedinachi Ogamba
The contributions in this chapter are themed accordingly; engaging learners online; quizzes and polling; images, audio, video and multimedia; and enhancing the virtual learning environment. Core to all chapters are the key concepts of student engagement and active learning, with their application to digital education accelerated by the Covid-19 pandemic.
Engaging learners online
The benefits of technology-enhanced learning and teaching (TELT) have been outlined as increased flexibility including a mix of synchronous and asynchronous activities, more personalised learning, support for pre-arrival induction activities, and the potential of learning analytics for monitoring and supporting students (Gordon, 2014), as well as a more engaging learning experience which meets student expectations and assists in the development of information literacies and lifelong learning skills (Adekola et al., 2017). However, real challenges exist; for example, Duranton and Mason (2012) discussed the ‘loneliness of the long distance learner’, and this sense of isolation has been identified in more recent studies in the context of remote learning during the Covid-19 pandemic (e.g. Griffiths et al., 2021). Key to countering this issue and lack of ‘teacher presence’ (Garrison et al., 1999) is student engagement. The active learning methods described in this section represent ways of engaging learners online, synchronously and asynchronously.
Groothuijsen describes the use of a remote online laboratory for experiential learning about machine control in engineering education. Using pre- and post-lab activities, the authors align activities with Kolb’s experiential learning cycle, to stimulate planning, doing, reflecting and learning from the virtual lab.
An activity which can be used in synchronous or asynchronous teaching is described by Ogamba; ‘map pin-boarding’ can be used as an ice-breaker activity, embracing the international diversity of student cohorts, or for co-creation; for example, in relation to crowd-sourcing case studies to illustrate authentic global challenges.
A variety of student engagement techniques are described by Osituyo. An online quiz following a pre-lecture video enables monitoring of student engagement and performance prior to a live session. Different techniques for engaging learners in the class include multiple choice questions (MCQs) and ‘Padlet summaries’.
Di Ciolla, Nerantzi and Chatzidamianos reflect on a ‘block ‘n’ flip’ approach to learning developed during the Covid19 pandemic. This is a peer-assisted, flipped learning approach to blocked teaching delivery that, through the use of a video tagging software called EVOLI, promotes active, collaborative learning, and facilitates students’ engagement with each other and with the subject.
Using woodworking as an example, Parkman considers that adult learners with a specific need will engage activ