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Common Scenario for an Efficient Use of Online Learning: Some Guidelines for Pedagogical Digital Device Development

Common Scenario for an Efficient Use of Online Learning: Some Guidelines for Pedagogical Digital Device Development

Walter Nuninger
Copyright: © 2017 |Pages: 36
ISBN13: 9781522518518|ISBN10: 1522518517|EISBN13: 9781522518525
DOI: 10.4018/978-1-5225-1851-8.ch015
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MLA

Nuninger, Walter. "Common Scenario for an Efficient Use of Online Learning: Some Guidelines for Pedagogical Digital Device Development." Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education, edited by Phu Vu, et al., IGI Global, 2017, pp. 331-366. https://doi.org/10.4018/978-1-5225-1851-8.ch015

APA

Nuninger, W. (2017). Common Scenario for an Efficient Use of Online Learning: Some Guidelines for Pedagogical Digital Device Development. In P. Vu, S. Fredrickson, & C. Moore (Eds.), Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education (pp. 331-366). IGI Global. https://doi.org/10.4018/978-1-5225-1851-8.ch015

Chicago

Nuninger, Walter. "Common Scenario for an Efficient Use of Online Learning: Some Guidelines for Pedagogical Digital Device Development." In Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education, edited by Phu Vu, Scott Fredrickson, and Carl Moore, 331-366. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1851-8.ch015

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Abstract

Training efficiency required for Higher Education (quality, accessibility, bigger groups with heterogeneous prior experience, funding, competition…) encourages providers to find new ways to facilitate access to knowledge and enhance skills. In this scope, the use of digital pedagogical devices has increased with innovative solutions; the ones based on an LMS to support a blended course or MOOCS design for self-education. This evolution has impacted teaching practices, learning and organizations leading to a new paradigm for trainers and a new business model to be found for online and distance learning. The innovation mostly relies on the use of learner-centered digital learning solutions in a comprehensive way for the commitment of more active and independent learners and their skills recognition. Based on a 3-year experiment (hybridized course for CVT) and continuous improvement in the WIL, a common scenario is proposed to address the issue for distance training.

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