digital learning essay

The opportunities and challenges of digital learning

Subscribe to the center for economic security and opportunity newsletter, brian a. jacob brian a. jacob walter h. annenberg professor of education policy; professor of economics, and professor of education - university of michigan, former brookings expert.

May 5, 2016

Twenty years ago this week, one of my very first writings on education policy appeared in print. [i] It was an opinion piece I wrote while teaching middle school in East Harlem, in which I described my school’s struggle to effectively use classroom computers. Two decades later, as a professor of economics and education policy, I am engaged in several research projects studying the use and impact of digital learning. [ii]

Much has changed since I taught middle school. I am struck by the extent to which recent technological innovations have created many new opportunities to better serve traditionally disadvantaged students.

First, increasing speed and availability of internet access can reduce many of the geographic constraints that disadvantage poor students. Schools serving higher-resourced families are often able to recruit better teachers and administrators—perhaps the most important school resources—even without additional funding.

Unlike teachers, however, technologies have no preferences for the schools in which they work. The resources available on the internet, for example, are equally available to all schools with the same internet access and internet access costs the same for all schools in the same area, regardless of the student population served. Students can now access online videos that provide instruction on a wide variety of topics at various skill levels, and participate in real-time video conferences with teachers or tutors located a state (or even a continent) away. [iii]

Second, the evolution of touch-screen technology has enabled very young children to engage in technology-aided instruction. Prior to tablets, it was difficult for pre-school, kindergarten and even early primary grade students to work with educational software because it required use of a mouse or keyboard. Now there are a hundreds of applications that can effectively expose children to early literacy and numeracy skills.

Third, advances in artificial intelligence technology now allow teachers to differentiate instruction, providing extra support and developmentally-appropriate material to students whose knowledge and skill is far below or above grade level norms. The latest “intelligent” tutoring systems are able to not only assess a student’s current weaknesses, but also diagnose why students are making specific errors. [iv] These technologies could enable teachers to better reach students who are further from the average within their classroom, potentially benefiting students with weaker academic preparation.

And these technologies scale easily so that innovations (or even good curriculum) can reach more students. Much like a well-written textbook, a well-designed educational software application or online lesson can reach students not just in a single classroom or school, but across the state or country.

While technologies such as virtual instruction and intelligent tutoring offer great promise, unless the challenges that are associated with implementing them are fully understood and addressed their failure is almost surely guaranteed. To date, there is little evidence that digital learning can be implemented at scale in a way that improves outcomes for disadvantaged students.

Hundreds of thousands of students attend full-time online schools, [v] but a study released last year found that students of online charter schools had significantly weaker academic performance in math and reading, compared with demographically similar students in conventional public schools. [vi] Computer-aided instruction has been studied extensively over the past twenty-five years and the findings have not been encouraging. Consistently, programs that are implemented widely and evaluated with rigorous methods have yielded little to no benefit for students on average. [vii]

What are the key challenges?

Let’s start with student motivation. If technologies can draw in otherwise disenfranchised students through the personalization of material to a student’s interest or through gaming technology, they could benefit disengaged, poorly performing students. However, these technologies often reduce oversight of students, which could be particularly detrimental for children who are less motivated or who receive less structured educational supports at home. It is also possible that these technologies will be less able to engage reluctant learners in the way a dynamic and charismatic teacher can.

Moreover, approaches that forgo direct interpersonal interaction completely are unlikely to be able to teach certain skills. Learning is an inherently social activity. While an intelligent tutor might be able to help a student master specific math concepts, it may not be able to teach students to critically analyze a work of literature or debate the ethics of new legislation.

The experience of Rocketship, a well-known charter school network, illustrates this concern. Developed in the Bay Area of California in 2006, Rocketship’s instructional model revolves around a blended learning approach in which students spend a considerable amount of each day engaged with computer-aided learning technologies. The network received early praise for its innovative approach to learning and, most importantly, for the high achievement scores posted by its mostly poor, nonwhite student population. In 2012, however, researchers and educators raised concerns about graduates from Rocketship elementary schools, noting that they had good basic skills but were struggling with the critical analysis required in middle school. [viii]

More broadly, it is important to realize that technologies can be either substitutes for or complements to resources already in the school. To the extent that they are substitutes, they are inherently equalizing forces. For example, well-designed and structured online content might provide critical support to a novice teacher who is too overwhelmed to produce the same coherent and engaging materials that some more experienced teachers can create.

However, in many cases it may be more appropriate to think of technologies as complements—e.g., when they require skilled teachers or students with strong prior skills to be implemented well. In these cases, technologies must be accompanied with additional resources in order for them to benefit traditionally underserved populations.

Perhaps most importantly, systems that blend computer-aided and face-to-face instruction are notoriously difficult to implement well. In recent studies of the popular Cognitive Tutor math programs, teachers reported trouble implementing the program’s instructional practices that revolve around collaborative work, making strong connections between computer-based activities and classroom instruction, and maintaining the expected learning pace with many students who lacked prior math and reading skills. [ix]

Finally, even with the best implementation, digital learning is likely to benefit students differently depending on their personal circumstances and those of their school. For instance, non-native English speakers might benefit from online instruction that allows them to pause and look up unfamiliar words. Likewise, we might expect an online course to be more advantageous for students attending a brick-and-mortar school with very low-quality teachers.

Indeed, some recent research finds exactly this type of heterogeneity. A large IES-funded evaluation of computer-aided instruction (CAI) released in 2007 found that students randomly assigned to teachers using the leading CAI products fared no better than students in control classrooms. Several years later, then graduate student Eric Taylor, decided to reanalyze the data from the study, focusing on whether the impacts of these technologies varied across classrooms. His analysis suggests that the introduction of computer-aided instruction had a positive impact on students in classrooms with less effective teachers and a negative impact on students in classrooms with more effective teachers. [x]

In recent years, the worlds of online learning and computer-aided instruction have converged to some extent, morphing into what is often referred to as blended- or personalized-learning models. There are a number of interesting projects underway across the country, including pilots supported by the Gates Foundation’s Next Generation Learning Challenge, and the emergence of charter networks with a goal to provide truly personalized learning for every student, such as Summit Public Schools in California and Washington. [xi]

In order for these new endeavors to be successful, they must overcome the challenges described above.

[i] http://www.edweek.org/tm/articles/1996/05/01/08jacob.h07.html

[ii] In a recent publication, the International Association for K-12 Online Learning defined digital learning as “any instructional practice in or out of school that uses digital technology to strengthen a student’s learning experience and improve educational outcomes.”

[iii] This technology has even expanded opportunities for the long-distance professional development of teachers, enabling novice teachers to receive mentorship from master teachers regardless of distance.

[iv] http://www.apa.org/pubs/books/4311503.aspx?tab=2

[v] http://www.inacol.org/wp-content/uploads/2015/11/Keeping-Pace-2015-Report.pdf

[vi] https://credo.stanford.edu/pdfs/Online%20Charter%20Study%20Final.pdf

[vii] http://www.sciencedirect.com/science/article/pii/S1747938X13000031

http://psycnet.apa.org/journals/edu/105/4/970/?_ga=1.79079444.1486538874.1462278305

http://www.apa.org/pubs/journals/features/edu-a0037123.pdf

http://rer.sagepub.com/content/86/1/42.abstract

[viii] http://www.edweek.org/ew/articles/2014/01/21/19el-rotation.h33.html?qs=New+Model+Underscores+Rocketship%E2%80%99s+Growing+Pains

http://educationnext.org/future-schools/

[ix] http://epa.sagepub.com/content/36/2/127.abstract

http://www.tandfonline.com/doi/full/10.1080/19345741003681189

[x] https://scholar.google.com/citations?user=5LXmfylL6JAC

[xi] http://www.rand.org/pubs/research_reports/RR1365.html

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• Published: 25 January 2021

Online education in the post-COVID era

• Barbara B. Lockee 1  

Nature Electronics volume  4 ,  pages 5–6 ( 2021 ) Cite this article

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The coronavirus pandemic has forced students and educators across all levels of education to rapidly adapt to online learning. The impact of this — and the developments required to make it work — could permanently change how education is delivered.

The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. And while online and distance learning has been used before to maintain continuity in education, such as in the aftermath of earthquakes 1 , the scale of the current crisis is unprecedented. Speculation has now also begun about what the lasting effects of this will be and what education may look like in the post-COVID era. For some, an immediate retreat to the traditions of the physical classroom is required. But for others, the forced shift to online education is a moment of change and a time to reimagine how education could be delivered 2 .

Looking back

Online education has traditionally been viewed as an alternative pathway, one that is particularly well suited to adult learners seeking higher education opportunities. However, the emergence of the COVID-19 pandemic has required educators and students across all levels of education to adapt quickly to virtual courses. (The term ‘emergency remote teaching’ was coined in the early stages of the pandemic to describe the temporary nature of this transition 3 .) In some cases, instruction shifted online, then returned to the physical classroom, and then shifted back online due to further surges in the rate of infection. In other cases, instruction was offered using a combination of remote delivery and face-to-face: that is, students can attend online or in person (referred to as the HyFlex model 4 ). In either case, instructors just had to figure out how to make it work, considering the affordances and constraints of the specific learning environment to create learning experiences that were feasible and effective.

The use of varied delivery modes does, in fact, have a long history in education. Mechanical (and then later electronic) teaching machines have provided individualized learning programmes since the 1950s and the work of B. F. Skinner 5 , who proposed using technology to walk individual learners through carefully designed sequences of instruction with immediate feedback indicating the accuracy of their response. Skinner’s notions formed the first formalized representations of programmed learning, or ‘designed’ learning experiences. Then, in the 1960s, Fred Keller developed a personalized system of instruction 6 , in which students first read assigned course materials on their own, followed by one-on-one assessment sessions with a tutor, gaining permission to move ahead only after demonstrating mastery of the instructional material. Occasional class meetings were held to discuss concepts, answer questions and provide opportunities for social interaction. A personalized system of instruction was designed on the premise that initial engagement with content could be done independently, then discussed and applied in the social context of a classroom.

These predecessors to contemporary online education leveraged key principles of instructional design — the systematic process of applying psychological principles of human learning to the creation of effective instructional solutions — to consider which methods (and their corresponding learning environments) would effectively engage students to attain the targeted learning outcomes. In other words, they considered what choices about the planning and implementation of the learning experience can lead to student success. Such early educational innovations laid the groundwork for contemporary virtual learning, which itself incorporates a variety of instructional approaches and combinations of delivery modes.

Online learning and the pandemic

Fast forward to 2020, and various further educational innovations have occurred to make the universal adoption of remote learning a possibility. One key challenge is access. Here, extensive problems remain, including the lack of Internet connectivity in some locations, especially rural ones, and the competing needs among family members for the use of home technology. However, creative solutions have emerged to provide students and families with the facilities and resources needed to engage in and successfully complete coursework 7 . For example, school buses have been used to provide mobile hotspots, and class packets have been sent by mail and instructional presentations aired on local public broadcasting stations. The year 2020 has also seen increased availability and adoption of electronic resources and activities that can now be integrated into online learning experiences. Synchronous online conferencing systems, such as Zoom and Google Meet, have allowed experts from anywhere in the world to join online classrooms 8 and have allowed presentations to be recorded for individual learners to watch at a time most convenient for them. Furthermore, the importance of hands-on, experiential learning has led to innovations such as virtual field trips and virtual labs 9 . A capacity to serve learners of all ages has thus now been effectively established, and the next generation of online education can move from an enterprise that largely serves adult learners and higher education to one that increasingly serves younger learners, in primary and secondary education and from ages 5 to 18.

The COVID-19 pandemic is also likely to have a lasting effect on lesson design. The constraints of the pandemic provided an opportunity for educators to consider new strategies to teach targeted concepts. Though rethinking of instructional approaches was forced and hurried, the experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context. In particular, greater variance in teaching and learning activities will continue to question the importance of ‘seat time’ as the standard on which educational credits are based 10 — lengthy Zoom sessions are seldom instructionally necessary and are not aligned with the psychological principles of how humans learn. Interaction is important for learning but forced interactions among students for the sake of interaction is neither motivating nor beneficial.

While the blurring of the lines between traditional and distance education has been noted for several decades 11 , the pandemic has quickly advanced the erasure of these boundaries. Less single mode, more multi-mode (and thus more educator choices) is becoming the norm due to enhanced infrastructure and developed skill sets that allow people to move across different delivery systems 12 . The well-established best practices of hybrid or blended teaching and learning 13 have served as a guide for new combinations of instructional delivery that have developed in response to the shift to virtual learning. The use of multiple delivery modes is likely to remain, and will be a feature employed with learners of all ages 14 , 15 . Future iterations of online education will no longer be bound to the traditions of single teaching modes, as educators can support pedagogical approaches from a menu of instructional delivery options, a mix that has been supported by previous generations of online educators 16 .

Also significant are the changes to how learning outcomes are determined in online settings. Many educators have altered the ways in which student achievement is measured, eliminating assignments and changing assessment strategies altogether 17 . Such alterations include determining learning through strategies that leverage the online delivery mode, such as interactive discussions, student-led teaching and the use of games to increase motivation and attention. Specific changes that are likely to continue include flexible or extended deadlines for assignment completion 18 , more student choice regarding measures of learning, and more authentic experiences that involve the meaningful application of newly learned skills and knowledge 19 , for example, team-based projects that involve multiple creative and social media tools in support of collaborative problem solving.

In response to the COVID-19 pandemic, technological and administrative systems for implementing online learning, and the infrastructure that supports its access and delivery, had to adapt quickly. While access remains a significant issue for many, extensive resources have been allocated and processes developed to connect learners with course activities and materials, to facilitate communication between instructors and students, and to manage the administration of online learning. Paths for greater access and opportunities to online education have now been forged, and there is a clear route for the next generation of adopters of online education.

Before the pandemic, the primary purpose of distance and online education was providing access to instruction for those otherwise unable to participate in a traditional, place-based academic programme. As its purpose has shifted to supporting continuity of instruction, its audience, as well as the wider learning ecosystem, has changed. It will be interesting to see which aspects of emergency remote teaching remain in the next generation of education, when the threat of COVID-19 is no longer a factor. But online education will undoubtedly find new audiences. And the flexibility and learning possibilities that have emerged from necessity are likely to shift the expectations of students and educators, diminishing further the line between classroom-based instruction and virtual learning.

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Technology for Learning: Digital Students Essay

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Introduction

Features that distinguish digital students from the previous generation ones, why digital students are different from the previous generation of students.

The digitalization of nearly every aspect of life, which started in the last quarter of the twentieth century, has had an impact on nearly every aspect of normal human life. The world today is on the verge of technology, and nearly all processes are being digitalized. For example, people are now using online banking, online booking of rooms and air tickets, online dating, and so forth. The education sector has not been left behind since it is in this era that we have the online application of degree courses, e-learning facilities, and online studies, among other digitalized education services. Digitalization in the education fields has created a new class of learners known as digital students. With the increased use of technology in delivering educational services, most students in this era and age fall within this new breed of learners. This paper defines who the digital students are and outline the differences that exist between them and previous-generation counterparts.

Digital students can be defined as young adults who have been raised up in an environment where they enjoy active participation in technology as an everyday aspect of their lives (Shelly, Gunter, & Gunter, 2010, p. 15). The technology they are exposed to include the daily use of computers in their studies, and daily use of the internet and mobile phones. This paper defines digital students and explains why they are different from their previous generation colleagues.

This technology, in which these students are exposed to, is firmly embedded in their lives in that they cannot function normally without it. It forms part of their academic life as well as their social life, and most of them are well versed in computer competency (Johnson & Maddux, 2003, p. 34). These students are known for taking advantage of the availability of email services, instant messaging, and text messaging and making use of the unlimited online resources in their studies (Daugherty & Russo, 2007, p. 105).

Digital students possess a strong desire for instantaneity and a strong will to control their environment and to channel their social aspect of life through the extensive use of technology. Exposure to technology makes them treat the internet and mobile phones as daily life tools (Jones & Madden, 2002, p. 34). Digital students normally use technology in communication, and this has led to the asynchronous form of communication that incorporates technology devices. These students also have a need and a strong desire to control their online and e-learning environments (Livingstone & Bovill, 2001, p. 43). This great desire to gain control is attributed to their high use of technology.

The major reasons why digital students are different from the previous generation ones are;

• Most of the digital students were born after 1980 when the digital world was more present and pervasive. Due to this fact, they grew up in an environment that was exposed to technology. The earlier generations lacked this privilege and did not have great technology savvy like their digital counterparts.
• Digital students are not only quick to learn, but also technology-dependent, and this makes them differ from earlier generations. Their frequent use of technology makes them different, in terms of technological skills, from previous generations who are less likely to use technology and are therefore less digitally experienced.
• Digital students are able to use many digital technologies in their every day lives. In addition to this use, they have ready access to web-enabled personal computers and other personal digital devices like mobile phones. The previous generation lacked this use since, at such a time, technological inventions were not advanced as they are nowadays.
• The previous generation students also tend to shun away from the use of these technological devices for fear of being perceived as outdated by the techno-savvy generation. This fear and lack of the desire to learn makes them differ from the digital students, who are always open to learning and are ready to compete to be knowledgeable in terms of the latest technology.
• Being technology-dependent, digital students have higher access to new forms of technologically based educational materials (Pour, 2006, p. 713). They are quick in technology-related issues and will not hesitate to try out new ideas. The previous generations of students are not so, but on the contrary, they are more reserved.
• However, digital students include the generation of children who grew up with a mouse in their hand and a screen in front of their face. Unfortunately, this generation lacked much experience in playing fields with fellow children. This lack denied them good socializing skills.

In conclusion, digital students are becoming the predominant type of learners in this era and age. The previous generation students are either forced to embrace technology and teach themselves the required skills since the world is becoming more digitalized every day.

Daugherty, A., & Russo, M. F. (2007). Information literacy programs in the digital age: Educating College and University students online. New York, NY: Association of College & Research Libraries. Web.

Johnson, D. L., & Maddux, C. D. (2003). Technology in Education: A twenty-Year Retrospective. New York, NY: The Haworth Press. Web.

Jones, S,. & Madden, M. (2002). The internet goes to College: How students are living in the future with today’s technology. Web.

Livingstone, S., & Bovill, M. (2001). Children and their changing media environment: A European comparative study. Mahwah, NJ: Lawrence Erlbaum Associates. Web.

Pour, M. K. (2006). Emerging trends and challenges in information technology management. Hershey, PA: Idea Group Publishing. Web.

Shelly, B., Gunter, G., & Gunter, R. (2010). Teachers discovering computers: Integrating technology and digital media in the classroom (6th ed.). Boston, MA: Cengage Learning. Web.

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13 Digital Learning Resources in Education

Angeliz Diaz

13.1 Introduction

• Asynchronous online learning – is a student-centered teaching method where their learning can occur in different times and spaces particular to each learner
• Digital learning resources – electronic resources such as applications (apps), software, programs, or websites that engage students in learning activities and support the learning goals of students
• Online learning – a method of education whereby students learn in an entirely internet-based environment
• Remotely – at or from a distance; typically by means of an electronic connection
• Synchronous online learning – a method of learning that requires students to attend classes at a structurally scheduled time virtually
• Traditional learning – a method of instructional interaction that occurs in person and in real time between teachers and their students

Learning Objectives

By the end of this chapter, students should be able to:

• Understand the role digital resources have in education
• Understand how the presentation of information digitally may affect the quality of learning
• Describe the different types of instruction delivery
• Distinguish the difference between synchronous and asynchronous learning
• Discuss the advantages and disadvantages of virtual learning

The inclusion of technology for lesson delivery in classrooms is progressively becoming the new normal nationally. Even though COVID-19 has sparked an exponential increase in the number of students signing up for e-learning, the use of digital learning resources like websites and applications created to enhance learning comprehension of the courses’ content was something already seen before the pandemic. Our earlier implementations combined traditional learning materials and the use of multimedia technology as supplements to the courses. This ratio, where most of the course content was presented with traditional tools like notes, in-person lectures, and textbooks, allowed the 21st-century tools like online tutorials to not be overused or over-depended on. Even with such an efficient balance, society had to adapt from traditional learning  in an in-person learning environment to online learning using entirely internet-based environments due to the pandemic. The pandemic itself created an increase in the amount of digitized information and learning resources. Because these technologies have always been there, their implementation to the extent where society actually had to rely on them to learn was a very concerning transition for us all. With that increase in the usage of other resources for learning, their effectiveness, more specifically, digital learning resources, was put into question. The digital resources set forth to carry out the education of students gained broad acceptance as a result of the limited options available.

“ Natural Sciences workbook in print and online ” by Siyavula Education is licensed under CC BY 2.0

With the choice to sign up for online courses and usage of digital resources so readily available, it was assumed to be the newly convenient method of lesson delivery. The idea that students could learn in preferred environments through different learning styles was appealing. Still, it consequently held the power to create an over-reliance on online tools, thus decreasing the quality of learning regarding retention, comprehension, and accessibility regarding digital learning resources.

13.2 What are digital resources? How are they used in both traditional and online learning environments?

Key Takeaway

Digital learning resources are used for education in many ways and implemented in different forms. In traditional classrooms, digital learning resources are used as supplements to the primary course content, while in virtual learning the digital resources actually make up what is the “content” of the class.

With the choice to sign up for online courses and usage of digital resources so readily available, it was assumed to be the newly convenient method of lesson delivery. The idea that students could learn in preferred environments through different learning styles was appealing to ensure the achievement of students’ learning goals. These digital learning resources are opportunities for the expansion of learning. They are available online, worldwide, and at the touch of a hand. The most recognized digital learning resources are Youtube, Khan Academy, MOOCs, podcasts, Quizlet, e-textbooks, and so forth.

13.2.1 How digital resources are implemented in Traditional teaching and E-Learning environments

Traditional learning occurs in an in-person classroom setting where a teacher delivers knowledge to their students. Traditional learning classrooms expected their students to engage not only with the content but also their peers through constructive subject-related discussions. Outside of the classroom, the students are expected to develop their knowledge on the lesson learned in class and apply it to not only real-world scenarios but also put it to practice in assigned homework exercises. Digital learning resources are readily available for students, whether they are inside the classroom or applying their knowledge outside of class. Typically when learning a particular topic that may be harder to understand without visualization, the instructor of the courses may use digital resources to provide more information to the student and enhance the student’s overall ability to see beyond what is on paper. This availability and access to digital resources allows students to balance between the traditional paper-based course materials they are assigned in their traditional classroom and selectively implement digital learning resources when they may need further clarification on the course content and so forth.

Online learning, also known as e-learning, is a learning system in education whereby students learn the things they would traditionally but in an entirely internet-based environment. In these online courses, the content of the class is delivered to students in either a synchronous style or an asynchronous style. While the two styles both heavily rely on digital resources to execute their lessons, the structure of the courses is what sets them apart. In a synchronous online learning course, the instructor and the course students engage with each other and the course content remotely in different locations but at the same scheduled meeting time. The instructors of synchronous courses typically require their students to complete assignments and readings in preparation for class discussion virtually. These courses involve interactive lectures, discussions, student-led conversations, and presentations during structured class meetings (Staff Writers, 2021). In an asynchronous online learning  course, the instructor and the students all interact with the content of the course at their own time from different locations. The instructors of asynchronous courses allow the students to learn a sequence of units through prepared digital resources without holding a live session or enforcing a meeting schedule. Both synchronous and asynchronous courses use online tools and assign readings, upload media, assign online quizzes, suggest supplementary subject-related videos for clarification, utilize Google Docs, and much more (University of Waterloo, 2020).

13.3 The history of technology in education

From paperback books to microcomputers, the technological advancements established throughout decades worth of time have created the technologically advanced classroom environments our students take part in presently.

Since the early 1800’s different forms of technological breakthroughs have shaped education. With the development of new printing techniques in the 1820s, greater production and distribution of books was finally made possible. Because of this newfound accessibility brought by printing, the diversity of materials available to teachers and students significantly increased as textbooks began to become the new norm in public schools during that decade (Cohen, 1988). As the 19th century progressed, so did our societies’ ability to come up with technological advancements like the radio and television that would ultimately be used for the spread of class lessons, similar to the way we do so now with programs like Zoom and podcasts to make sure information is presented regardless of physical circumstances.

“Education Learning Tablet School Technology”  by  Max Pixel  is in the  Public Domain, CC0

In the 1970s, the computer was first introduced into the education system, leaving thousands of schools mesmerized by the potential the computers had to enhance the quality of learning for their students. In fact, they were so admired that federal and state programs began to require schools to purchase these technologies so that they could transform the instructional practices being carried out. By the end of the 1990s, computers were used to enhance classroom instruction, and there was an estimated one computer for every five students (Christensen, Johnston, & Horn, 2008).

Since its introduction into education back decades ago, there has been an evolution where we believe that students’ best performance can be achieved through the use of computers. While computers, initially, served as tutors for students, they have become so technologically advanced that our society has progressed to a state where we have almost become infatuated with the digital learning resources these computers grant us the access to utilize.

Society’s progression through time displays a pattern where the technological advancements developed were typically implemented into the educational systems in some form. The combination of traditional teaching and the implementation of multimedia technology as supplements to the course beneficially transformed the quality of learning for students. As a result of our continuous desire for progressions, the national shift from traditional learning in classrooms to completely virtual learning across millions of homes due to COVID-19 was not as difficult had these technological progressions not been in place. Because of the pandemic’s halt on normality, educational organizations were forced to make the most out of what was already available. The pandemic’s the form of instructional delivery. Granted, these e-teaching materials like e-textbooks and digital learning resources allowed for information to be accessible in a time of despair; it is argued that they were not anything new but rather a form of earlier digital learning materials. Earlier digital learning materials were merely electronic versions of paper-based teaching materials (Li, 2021). The digital learning resources that were once implemented in education as a complementary supplement to paper-based materials and course content are now the digital resources that are being used for the actual learning process itself. Now, society is progressively transitioning back to traditional in-person learning the way it was before COVID-19, with the presentation of information digitally being what seems to be a newly adopted form of normality.

1.4 The impact of digital learning resources on education

Digital learning resources are powerful tools that can be used to enhance the learning quality of students in ways a textbook may not be able to, and though these digital resources have their perks, there are also things that traditional paper-based materials like textbooks allow students to experience that digitalized materials for learning may not. Whether it be the traditional paper-based material or digitalized materials, each resource has its strengths and weaknesses when it comes to enhancing the quality of student education.

The effectiveness of any technological advancement can only be beneficial if it is used correctly so that it may serve its original purpose. The same notion applies to the development of different digital resources. While they come in various forms serving different educational purposes, all-digital learning resources hold the potential to enhance the learning comprehension, learning quality, and overall content retention of the student. The manner they are used and implemented allows for conclusions to be made regarding their effectiveness. The effectiveness of textbooks as a learning resource for students is actually one of the most discussed amongst most because of how traditional paperback textbooks have always served as a greater source of reference for digital learning resources.

13.4.1 Impacts of digital resources on the quality of learning

With digital learning resources, the way in which they are presented to students can significantly impact the quality of learning they receive. It is found that student retention is highly correlated with student perception of quality, meaning that instructors can only attract and aid students with digital learning resources if they provide educational services that are known to meet student requirements and add value to students learning (Ali et al., 2021). In order to ensure that students are intrigued by the content they are being presented, these digital learning resources must come into play in a strategic way that is able to engage the students with the content they are being taught in class. The only downside to this opportunity of engagement is that all students learn in different ways. Though digital learning resources have proven to be highly effective, they have also proven to highly distort the main idea and the bigger picture of certain material teachers are covering.

13.4.2 Advantages of digital resources in education

Digital resources can relieve financial strain. Because e-textbooks are generally cheaper than printed books, the usage of e-textbooks can provide a certain level of relief to the students worried about their rising academic expenses. The Advisory Committee on Student Financial Assistance reported that an average student spends from $700 to $1,000 on textbooks every year (ACFSA, 2007). With textbooks being such an overwhelming amount of money every year, students have become hesitant and given the purchasing of these books a second thought, which is why digitalized textbooks can serve as the median for having a needed educational resource at a lower price. Because of the great benefits that come from purchasing textbooks in general, digitized ones, with their prices significantly lower than paper-based ones, are a better option for those students who are not easily able to afford them. As a result of this affordability problem being one that is common amongst many students, the bright side is that states and colleges are already taking steps to increase the affordability of these educational resources. Furthermore, compared to printed books, e-textbooks are portable and relatively easy to purchase. The features that e-textbooks can provide, like searching, hyperlinking, highlighting, creating flashcards, and note sharing, is an advantage that paper textbooks don’t have. These active engagement features are advantages to the learning quality of students because of their ability to interact with the content and the satisfaction perceived from usefulness and ease of use.

13.4.3 Disadvantages of digital resources in education

Digital learning resources, while they can be efficient, are not as reliable as paper-based. Though technological enhancements to most digital learning resources are still being made through features like “offline” modes, where students can access their resources even when disconnected from the internet, technology can still fail elsewhere. Unlike traditional paper-based textbooks, online textbooks are limited to a specific amount of accessibility because access to the resources depends on the battery life of the device they are being used on. Additionally, the digital devices required to attain the benefits that may come with online learning resources are very costly and not necessarily a readily available resource to all students. In the United States, there is an overwhelming assumption that all students have access to online resources because of the modernized era of technology we live in. In the United States, there are 1 in 5 children who live in households that do not have food security. With that being said, this conception that incorporating modern technology into their lives is secondary (Gaille, 2019). Granted, these devices hold access to great resources, priorities have to be made, and realistically a pantry stocked with the essential groceries a family needs is of more importance than having a new device that can be the cost of a months worth of groceries or more. Furthermore, with the numerous resources available online to students, the authenticity of students’ work has been noted to be a consistent concern with students plagiarizing and cheating in order to keep up with their assignments. Unless students have a good sense of self-motivation, digital learning resources can set students behind if they are consistently procrastinating their responsibilities and getting out of them using digital learning resources that are meant to be supplementary to the content of the course. In conclusion, factors like battery life, distraction brought by the student’s device, authenticity, internet connection, and so forth are significantly degrading the quality of learning.

13.5 Where the use of digital learning resources in education will lead us?

The amount of students turning toward digital resources to enhance their learning is increasing in an upward trend. The upward trend foreshadows that as more things become digitized so will the amount of students who make use of these digital resources.

With the evolution of technology in the 21st century, the rate of learning resource digitalization is on the increase. As these traditional learning resources like paperback textbooks continue to be digitized at a rate higher than ever, so do the number of students using these digital learning resources. With this influx, it is essential for students to maintain a balance between traditional and digital resources because of the effects the overuse of digital information can have. By utilizing digital resources to enhance learning and retrieve information, rather than using digital information out of dependence, will allow students to greatly benefit from instructional e-resources. The proper usage of digital resources truly influences the quality of learning students receive, and when used properly, the learning quality can be exponentially significant. As the resources for students continue to expand digitally, the prevalence of technology can be predicted to continue to increase the same way it is presently.

Chapter Summary:

As seen in the most recent years, technology has become one of the most used resources in the daily lives of millions of individuals. From a business setting to a classroom one, the digital world has expanded to many aspects of a single day-to-day affairs, one of them being education at all grade levels. The challenge has arisen where the learning quality of these students using digital learning resources through their digital devices has been significantly put into question because of the power they hold to either support or degrade learning quality. With the insight this shift from traditional paper-based material to information being presented to students digitally, the conclusion has been made that it does not necessarily matter what students use as their resources, but rather how they are using it and whether or not they are dependent on the online-learning resource to attain any form of knowledge.

Review Questions:

1. How can digital learning resources play a role in education?

A.  They can make enhance the education of students

B. They can lower the costs of academic expenses

C. They can provide convenience because of their high accessibility

D. All of the above

2. What is a style of learning that occurs online where students attend classes virtually at a scheduled time?

A. Traditional online learning

B. Synchronous online learning

C. Asynchronous online learning

D. Remote online learning

3. The presentation of information to students digitally affects the _______ of learning of students.

B. Endurance

C. Enthusiasm

4. Which of the following is true about the trends in learning?

A. The amount of students signing up for online learning is now at zero because society has successfully transitioned back to traditional in-person learning completely.

B. Students continue to use digital resources in learning at rates that are predicted to continue to increase over time.

C. Students have relied more on textbooks than technology since the pandemic because they appreciate what they had.

D. Students will no longer be able to use digital learning resources because trends show an increase in price that does not allow students to even afford them.

Food for thought:

• What has your educational experience been like? What learning resources have you interacted with, have they evolved over time? How have they played a role in the quality of your education?

Advisory Committee on Student Financial Assistance. (2007, May). Turn the page making college more affordable. https://files.eric.ed.gov/fulltext/ED497026.pdf

Ali, S., Gulliver, S. R., Uppal, M. A., & Basir, M. (2021). Research investigating individual device preference and e-learning quality perception: can a one-solution-fits-all e-learning solution work? Heliyon, 7(6). https://doi.org/10.1016/j.heliyon.2021.e07343

Bellflower, J. V. (2012). The Effectiveness of Traditional and 21st Century Teaching Tools on Students’ Science Learning(Thesis). https://www.proquest.com/docview/916613682/abstract/80D106DF550547C3PQ/1?accountid=6167

Christensen, C., Johnson, C. W., & Horn, M. B. (2008). Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns (1st ed.). McGraw-Hill.

Gaille, B. (2019, December 5). 23 Advantages and Disadvantages of Technology in Education. BrandonGaille.Com. https://brandongaille.com/23-advantages-disadvantages-technology-education/

How Has Technology Changed Education | Purdue Online. (n.d.). Purdue University Online. https://online.purdue.edu/blog/education/how-has-technology-changed-education

Li, X. (2021). Textbook Digitization: A Case Study of English Textbooks in China. English Language Teaching, 14(4), 34. https://doi.org/10.5539/elt.v14n4p34

Staff Writers. (2021, July 27). Synchronous Learning vs. Asynchronous Learning: What’s the Difference?BestColleges.Com. Retrieved November 17, 2021, from https://www.bestcolleges.com/blog/synchronous-vs-asynchronous/

Sun, J., Flores, J., & Tanguma, J. (2012). E-Textbooks and Students’ Learning Experiences. Decision Sciences Journal of Innovative Education, 10(1), 63–77. https://doi.org/10.1111/j.1540-4609.2011.00329.x

University of Waterloo. (2020, December 17). Synchronous and Asynchronous Online Learning. Keep Learning. Retrieved November 17, 2021, from https://uwaterloo.ca/keep-learning/strategies-remote-teaching/synchronous-vs-asynchronous-online-learning

Electronic resources such as applications (apps), software, programs, or websites that engage students in learning activities and support the learning goals of students.

A method of instructional interaction that occurs in person and in real time between teachers and their students.

A method of education whereby students learn in an entirely internet-based environment.

A method of learning that requires students to attend classes at a structurally scheduled time virtually.

At or from a distance; typically by means of an electronic connection.

Is a student-centered teaching method where their learning can occur in different times and spaces particular to each learner.

Technology: Where it Started and Where it’s Going Copyright © by Angeliz Diaz is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

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Digital learning and transformation of education

Digital technologies have evolved from stand-alone projects to networks of tools and programmes that connect people and things across the world, and help address personal and global challenges. Digital innovation has demonstrated powers to complement, enrich and transform education, and has the potential to speed up progress towards Sustainable Development Goal 4 (SDG 4) for education and transform modes of provision of universal access to learning. It can enhance the quality and relevance of learning, strengthen inclusion, and improve education administration and governance. In times of crises, distance learning can mitigate the effects of education disruption and school closures.

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Argumentative Essay: Online Learning and Educational Access

Conventional learning is evolving with the help of computers and online technology. New ways of learning are now available, and improved access is one of the most important benefits available. People all around the world are experiencing improved mobility as a result of the freedom and potential that online learning provides, and as academic institutions and learning organisations adopt online learning technologies and remote-access learning, formal academic education is becoming increasingly legitimate. This essay argues the contemporary benefits of online learning, and that these benefits significantly outweigh the issues, challenges and disadvantages of online learning.

Online learning is giving people new choices and newfound flexibility with their personal learning and development. Whereas before, formal academic qualifications could only be gained by participating in a full time course on site, the internet has allowed institutions to expand their reach and offer recognized courses on a contact-partial, or totally virtual, basis. Institutions can do so with relatively few extra resources, and for paid courses this constitutes excellent value, and the student benefits with greater educational access and greater flexibility to learn and get qualified even when there lots of other personal commitments to deal with.

Flexibility is certainly one of the most important benefits, but just as important is educational access. On top of the internet’s widespread presence in developed countries, the internet is becoming increasingly available in newly developed and developing countries. Even without considering the general informational exposure that the internet delivers, online academic courses and learning initiatives are becoming more aware of the needs of people from disadvantaged backgrounds, and this means that people from such backgrounds are in a much better position to learn and progress than they used to be.

The biggest argument that raises doubt over online learning is the quality of online courses in comparison to conventional courses. Are such online courses good enough for employers to take notice? The second biggest argument is the current reality that faces many people from disadvantaged backgrounds, despite the improvements made in this area in recent years – they do not have the level of basic access needed to benefit from online learning. In fact, there are numerous sources of evidence that claim disadvantaged students are not receiving anywhere near the sort of benefits that online learning institutions and promoters are trying to instigate. Currently there are many organisations, campaigns and initiatives that are working to expand access to higher education. With such high participation, it can be argued that it is only a matter of time before the benefits are truly realised, but what about the global online infrastructure?

There is another argument that is very difficult to dispel, and that is the response of different types of students to the online learning paradigm. Evidence shows that there are certain groups of students that benefit from college distance learning much more than other groups. In essence, students must be highly motivated and highly disciplined if they are to learn effectively in their own private environment.

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• The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools

Table of Contents

• Part I: Introduction
• Part II: How Much, and What, do Today’s Middle and High School Students Write?
• Part III: Teachers See Digital Tools Affecting Student Writing in Myriad Ways
• Part IV: Teachers Assess Students on Specific Writing Skills
• Part V: Teaching Writing in the Digital Age

A survey of 2,462 Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies are shaping student writing in myriad ways and have also become helpful tools for teaching writing to middle and high school students.  These teachers see the internet and digital technologies such as social networking sites, cell phones and texting, generally facilitating teens’ personal expression and creativity, broadening the audience for their written material, and encouraging teens to write more often in more formats than may have been the case in prior generations.  At the same time, they describe the unique challenges of teaching writing in the digital age, including the “creep” of informal style into formal writing assignments and the need to better educate students about issues such as plagiarism and fair use.

The AP and NWP teachers surveyed see today’s digital tools having tangible, beneficial impacts on student writing

Overall, these AP and NWP teachers see digital technologies benefitting student writing in several ways:

• 96% agree (including 52% who strongly agree) that digital technologies “allow students to share their work with a wider and more varied audience”
• 79% agree (23% strongly agree) that these tools “encourage greater collaboration among students”
• 78% agree (26% strongly agree) that digital technologies “encourage student creativity and personal expression”

The combined effect of these impacts, according to this group of AP and NWP teachers, is a greater investment among students in what they write and greater engagement in the writing process.

At the same time, they worry that students’ use of digital tools is having some undesirable effects on their writing, including the “creep” of informal language and style into formal writing

In focus groups, these AP and NWP teachers shared some concerns and challenges they face teaching writing in today’s digital environment.  Among them are:

• an increasingly ambiguous line between “formal” and “informal” writing and the tendency of some students to use informal language and style in formal writing assignments
• the increasing need to educate students about writing for different audiences using different “voices” and “registers”
• the general cultural emphasis on truncated forms of expression, which some feel are hindering students willingness and ability to write longer texts and to think critically about complicated topics
• disparate access to and skill with digital tools among their students
• challenging the “digital tool as toy” approach many students develop in their introduction to digital tools as young children

Survey results reflect many of these concerns, though teachers are sometimes divided on the role digital tools play in these trends.  Specifically:

• 68% say that digital tools make students more likely—as opposed to less likely or having no impact—to take shortcuts and not put effort into their writing
• 46% say these tools make students more likely to “write too fast and be careless”
• Yet, while 40% say today’s digital technologies make students more likely to “use poor spelling and grammar” another 38% say they make students LESS likely to do this

Overall, these AP and NWP teachers give their students’ writing skills modest marks, and see areas that need attention

Asked to assess their students’ performance on nine specific writing skills, AP and NWP tended to rate their students “good” or “fair” as opposed to “excellent” or “very good.”  Students were given the best ratings on their ability to “effectively organize and structure writing assignments” with 24% of teachers describing their students as “excellent” or “very good” in this area. Students received similar ratings on their ability to “understand and consider multiple viewpoints on a particular topic or issue.”  But ratings were less positive for synthesizing material into a cohesive piece of work, using appropriate tone and style, and constructing a strong argument.

These AP and NWP teachers gave students the lowest ratings when it comes to “navigating issues of fair use and copyright in composition” and “reading and digesting long or complicated texts.”  On both measures, more than two-thirds of these teachers rated students “fair” or “poor.”

Majorities of these teachers incorporate lessons about fair use, copyright, plagiarism, and citation in their teaching to address students’ deficiencies in these areas

In addition to giving students low ratings on their understanding of fair use and copyright, a majority of AP and NWP teachers also say students are not performing well when it comes to “appropriately citing and/or referencing content” in their work.  This is fairly common concern among the teachers in the study, who note how easy it is for students today to copy and paste others’ work into their own and how difficult it often is to determine the actual source of much of the content they find online.  Reflecting how critical these teachers view these skills:

• 88% (across all subjects) spend class time “discussing with students the concepts of citation and plagiarism”
• 75% (across all subjects) spend class time “discussing with students the concepts of fair use and copyright”

A plurality of AP and NWP teachers across all subjects say digital tools make teaching writing easier

Despite some challenges, 50% of these teachers (across all subjects) say the internet and digital tools make it easier for them to teach writing, while just 18% say digital technologies make teaching writing more difficult.  The remaining 31% see no real impact.

Positive perceptions of the potential for digital tools to aid educators in teaching writing are reflected in practice:

• 52% of AP and NWP teachers say they or their students use interactive whiteboards in their classes
• 40% have students share their work on wikis, websites or blogs
• 36% have students edit or revise their own work and 29% have students edit others’ work using collaborative web-based tools such as GoogleDocs

In focus groups, teachers gave a multitude of examples of the value of these collaborative tools, not only in teaching more technical aspects of writing but also in being able to “see their students thinking” and work alongside students in the writing process.  Moreover, 56% say digital tools make their students more likely to write well because they can revise their work easily.

These middle and high school teachers continue to place tremendous value on “formal writing”

While they see writing forms and styles expanding in the digital world, AP and NWP teachers continue to place tremendous value on “formal writing” and try to use digital tools to impart fundamental writing skills they feel students need.  Nine in ten (92%) describe formal writing assignments as an ��essential” part of the learning process, and 91% say that “writing effectively” is an “essential” skill students need for future success.

More than half (58%) have students write short essays or responses on a weekly basis, and 77% assigned at least one research paper during the 2011-2012 academic year.  In addition, 41% of AP and NWP teachers have students write weekly journal entries, and 78% had their students create a multimedia or mixed media piece in the academic year prior to the survey.

Almost all AP and NWP teachers surveyed (94%) encourage students to do some of their writing by hand

Alongside the use of digital tools to promote better writing, almost all AP and NWP teachers surveyed say they encourage their students to do at least some writing by hand.  Their reasons are varied, but many teachers noted that because students are required to write by hand on standardized tests, it is a critical skill for them to have.  This is particularly true for AP teachers, who must prepare students to take AP exams with pencil and paper.  Other teachers say they feel students do more active thinking, synthesizing, and editing when writing by hand, and writing by hand discourages any temptation to copy and paste others’ work.

About this Study

The basics of the survey.

These are among the main findings of an online survey of a non-probability sample of 2,462 middle and high school teachers currently teaching in the U.S., Puerto Rico and the U.S. Virgin Islands, conducted between March 7 and April 23, 2012.  Some 1,750 of the teachers are drawn from a sample of advanced placement (AP) high school teachers, while the remaining 712 are from a sample of National Writing Project teachers.  Survey findings are complemented by insights from a series of online and in-person focus groups with middle and high school teachers and students in grades 9-12, conducted between November, 2011 and February, 2012.

This particular sample is quite diverse geographically, by subject matter taught, and by school size and community characteristics.  But it skews towards educators who teach some of the most academically successful students in the country. Thus, the findings reported here reflect the realities of their special place in American education, and are not necessarily representative of all teachers in all schools. At the same time, these findings are especially powerful given that these teachers’ observations and judgments emerge from some of the nation’s most advanced classrooms.

In addition to the survey, Pew Internet conducted a series of online and offline focus groups with middle and high school teachers and some of their students and their voices are included in this report.

The study was designed to explore teachers’ views of the ways today’s digital environment is shaping the research and writing habits of middle and high school students, as well as teachers’ own technology use and their efforts to incorporate new digital tools into their classrooms.

About the data collection

Data collection was conducted in two phases.  In phase one, Pew Internet conducted two online and one in-person focus group with middle and high school teachers; focus group participants included Advanced Placement (AP) teachers, teachers who had participated in the National Writing Project’s Summer Institute (NWP), as well as teachers at a College Board school in the Northeast U.S.  Two in-person focus groups were also conducted with students in grades 9-12 from the same College Board school.   The goal of these discussions was to hear teachers and students talk about, in their own words, the different ways they feel digital technologies such as the internet, search engines, social media, and cell phones are shaping students’ research and writing habits and skills.  Teachers were asked to speak in depth about teaching research and writing to middle and high school students today, the challenges they encounter, and how they incorporate digital technologies into their classrooms and assignments.

Focus group discussions were instrumental in developing a 30-minute online survey, which was administered in phase two of the research to a national sample of middle and high school teachers.  The survey results reported here are based on a non-probability sample of 2,462 middle and high school teachers currently teaching in the U.S., Puerto Rico, and the U.S. Virgin Islands.  Of these 2,462 teachers, 2,067 completed the entire survey; all percentages reported are based on those answering each question.  The sample is not a probability sample of all teachers because it was not practical to assemble a sampling frame of this population. Instead, two large lists of teachers were assembled: one included 42,879 AP teachers who had agreed to allow the College Board to contact them (about one-third of all AP teachers), while the other was a list of 5,869 teachers who participated in the National Writing Project’s Summer Institute during 2007-2011 and who were not already part of the AP sample. A stratified random sample of 16,721 AP teachers was drawn from the AP teacher list, based on subject taught, state, and grade level, while all members of the NWP list were included in the final sample.

The online survey was conducted from March 7–April 23, 2012.  More details on how the survey and focus groups were conducted are included in the Methodology section at the end of this report, along with focus group discussion guides and the survey instrument.

There are several important ways the teachers who participated in the survey are unique, which should be considered when interpreting the results reported here.  First, 95% of the teachers who participated in the survey teach in public schools, thus the findings reported here reflect that environment almost exclusively.  In addition, almost one-third of the sample (NWP Summer Institute teachers) has received extensive training in how to effectively teach writing in today’s digital environment.  The National Writing Project’s mission is to provide professional development, resources and support to teachers to improve the teaching of writing in today’s schools.   The NWP teachers included here are what the organization terms “teacher-consultants” who have attended the Summer Institute and provide local leadership to other teachers.  Research has shown significant gains in the writing performance of students who are taught by these teachers. 1

Moreover, the majority of teachers participating in the survey (56%) currently teach AP, honors, and/or accelerated courses, thus the population of middle and high school students they work with skews heavily toward the highest achievers.  These teachers and their students may have resources and support available to them—particularly in terms of specialized training and access to digital tools—that are not available in all educational settings.  Thus, the population of teachers participating in this research might best be considered “leading edge teachers” who are actively involved with the College Board and/or the National Writing Project and are therefore beneficiaries of resources and training not common to all teachers.  It is likely that teachers in this study are developing some of the more innovative pedagogical approaches to teaching research and writing in today’s digital environment, and are incorporating classroom technology in ways that are not typical of the entire population of middle and high school teachers in the U.S.  Survey findings represent the attitudes and behaviors of this particular group of teachers only, and are not representative of the entire population of U.S. middle and high school teachers.

Every effort was made to administer the survey to as broad a group of educators as possible from the sample files being used.  As a group, the 2,462 teachers participating in the survey comprise a wide range of subject areas, experience levels, geographic regions, school type and socioeconomic level, and community type (detailed sample characteristics are available in the Methods section of this report).  The sample includes teachers from all 50 states, Puerto Rico, and the U.S. Virgin Islands.  All teachers who participated in the survey teach in physical schools and classrooms, as opposed to teaching online or virtual courses.

English/language arts teachers make up a significant portion of the sample (36%), reflecting the intentional design of the study, but history, social science, math, science, foreign language, art, and music teachers are also represented.  About one in ten teachers participating in the survey are middle school teachers, while 91% currently teach grades 9-12.  There is wide distribution across school size and students’ socioeconomic status, though half of the teachers participating in the survey report teaching in a small city or suburb.  There is also a wide distribution in the age and experience levels of participating teachers.  The survey sample is 71% female.

About the Pew Research Center’s Internet & American Life Project

The Pew Research Center’s Internet & American Life Project is one of seven projects that make up the Pew Research Center, a nonpartisan, nonprofit “fact tank” that provides information on the issues, attitudes and trends shaping America and the world. The Project produces reports exploring the impact of the internet on families, communities, work and home, daily life, education, health care, and civic and political life. The Pew Internet Project takes no positions on policy issues related to the internet or other communications technologies. It does not endorse technologies, industry sectors, companies, nonprofit organizations, or individuals. While we thank our research partners for their helpful guidance, the Pew Internet Project had full control over the design, implementation, analysis and writing of this survey and report.

About the National Writing Project

The National Writing Project (NWP) is a nationwide network of educators working together to improve the teaching of writing in the nation’s schools and in other settings. NWP provides high-quality professional development programs to teachers in a variety of disciplines and at all levels, from early childhood through university. Through its nearly 200 university-based sites serving all 50 states, the District of Columbia, Puerto Rico and the U.S. Virgin Islands, NWP develops the leadership, programs and research needed for teachers to help students become successful writers and learners. For more information, visit www.nwp.org .

• More specific information on this population of teachers, the training they receive, and the outcomes of their students are available at the National Writing Project website at www.nwp.org . ↩

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Essay on Online Education | Advantages and Disadvantages of Online Education Essay

February 13, 2024 by Prasanna

Essay on Online Education: Online learning is one of the imminent trends in the education sector around the globe. This mode of learning is done through the internet. With advanced and upgraded technologies, this mode of learning has been made simpler. Online Education is also preferred in higher learning Institutions. This article will render the students about online education, its outcomes, and advantage in short and long essays on Online Education.

You can also find more  Essay Writing  articles on events, persons, sports, technology and many more.

Long and Short Essays on Online Education for Students and Children in English

We provide children and students with essay samples on a long essay of 500 words and a short essay on Online Education in Lockdown of 150 words on the topic “Online education in India Essay” for reference.

Short Essay on Online Education 150 Words in English

Short Essay on Online Education advantages and Disadvantages is helpful to students of classes 1, 2, 3, 4, 5 and 6.

Education is an integral part of people’s lives; it will either make them or break them in the prospect depending on their careers. Education is broadly diverse today compared to the 1950s because of progressions in teaching methods and other prominent inventions that implement more apparent teaching techniques.

In E-learning, the students study from home or any other place, that is most convenient for them. They can acquire learning material online. The study materials in online education could be texts, audio, notes, videos, and images. However, the method of study has its benefits and various drawbacks too.

Online education is suitable for those who can not visit or obtain the traditional education method for one reason or the other. Nearly 6.1 million college students are currently attending online courses, and this number is growing by around 30 percent yearly.

Online education provides a myriad of advantages for people, as well as companies because it allows for, among others, flexibility. A great way to benefit more from online education is to consolidate online education and traditional ways of teaching.

Online Education Essay 500 Words in English

Long Essay on Online Education 400 Words in English is helpful to students of classes 7, 8, 9, 10, 11 and 12.

Introduction:  Online education is an amenable instructional delivery process that includes any learning that takes place via the internet. Online learning enables educators to communicate with students who may not be capable of enrolling in a traditional classroom course and assists students who need to work on their own schedule and at their own speed.

Every discipline is registering a surge in the volume of distance learning and imparting of online degrees, with remarkable pace. Schools and institutions that offer online education are also growing in number. Students pursuing degrees through online methods must be scrupulous in ensuring their coursework is completed through a valued and credentialed university.

Online education is known to offer the benefit of synergy. Here, the format employed makes room for dynamic communications between students and the teachers. Through these communications, sources are shared, and an open-ended synergy evolves through a learning process. When each person bestows a view or opinion through discussions and comments on others’ work course, it benefits the student to learn better. This unique advantage is manifested in a student-centred virtual learning environment that online learning format alone can contribute.

With online classes, we don’t need to travel to a different city or commute long distances. We can stay where we are and keep our current job while we work toward improving our career with an online degree. Online education also helps digital nomads—someone who espouses a technology-enabled or location-independent lifestyle. We can watch lectures and complete our coursework wherever we are.

Whether we are a full-time or part-time online student, the online education experience provides a much more manageable schedule. Online education has gained much approval on account of its cheapness. Such is the fact that online courses are more affordable than those offered at schools or colleges. While studying in universities, we may have to spend some money such as transportation, lodging, and meals, online education may not require such expenses.

One of the important aspects of online learning is its inherent flexibility, however, there is a catch, one has to be extremely self-motivated. The best online students develop various approaches for staying up to date on their coursework. Things like setting aside time every week to study and create a workspace with minimal distractions can help immensely.

Conclusion on Online Education Essay

Online education’s potential advantages involve increased educational access; it provides a high-quality learning opportunity, improves student outcomes and skills, and expands educational choice options. Therefore, location, time, and quality are no longer considered factors in seeking degree courses or higher education because of online education.

Advantages and Disadvantages of Online Education Essay

Introduction to Online Education Essay:  Online education refers to the type of knowledge which is imparted through the internet. Millions of people globally are enrolled in online courses and can learn from the comfort of their homes. Online education can come in different ways; they could be educational webinars and videos on the internet or even face to face learning on the laptop with the teacher, which utilises the internet.

Online education contributes a myriad of advantages for people, as well as companies because it provides flexibility among other work. This indicates that despite people’s physical locations, they can accomplish the same level of education by taking similar online courses.

Teachers and professors optimise the timelessness and focus of the learning curriculum while students are able to fit learning time into their hectic schedules. Online education offers extensive benefits to students by giving a manageable schedule, student enhancement and augmented education access and choice.

Advantages of Online Education 

Online education enables us to learn from various mentors and teachers in different areas, increasing our knowledge and perspective. It reduces nervousness among students, as many are able to communicate more through online education than regular classes. One can learn from merely anyplace as long as they have an available internet device.

Online education normally provides a chance to study at our own speed as there is no rush. Most online courses are usually enjoyable and more comfortable compared to attending traditional classes. It spares you the inconvenience of having to travel to a particular destination every single day.

Online education usually is more affordable. Online education further happens to be comparatively cheaper in comparison to conventional educational approaches. Under traditional university programs, the students are required to compensate for transportation, textbooks, institutional facilities such as gyms, libraries, swimming pools, and other costs that expedite the cost of university education up. Online education, on its part, charges only for tuition and additional essential expenses. Virtual education thus offers both the wealthy and the poor an opportunity.

It allows one to learn innovative approaches through the internet and therefore become more skilful. In online education, if there are any variations in the syllabus, updates can be done instantly compared to conventional means of education.

Online education is flexible and adaptable since one can study at any time, even at midnight. It can help increase the grades of some people as compared to standard traditional education. Some people learn more through online education.

There is no need to wait for office hours to speak to the instructor; you can immediately access them through chat or email. There is considerably a large amount of educational information on the internet. Online education can also help one to be in the mix of a diverse group of people from varied educational, social, cultural and philosophical backgrounds. The subject matter is always available on the internet, unlike traditional education.

Disadvantages of Online Education

The advantages that online education brings to students are immense and indisputable. Pursuing an online course is an excellent option in education, particularly when traditional learning situations have many obstacles, such as commuting or distance. However, as everything has two sides, online education also has some fundamental drawbacks that can be inconvenient.

Using the computer too much can make the students prone to plagiarism. It can also cause vision problems as we sit near the laptop almost the whole day. Online education may also hinder physical development. Online education can be quite complicated for a person to be accountable for their own learning without someone to drive them to do something.

Online education detaches you from your classmates. One might need to put in extra time in some cases to understand the learning process. It is easier to cheat in an online exam than when in a class and hence may not be advisable during exams. Online education also gives one a lot of autonomy which may be critical for our learning. There are a number of distractions on the internet through adverts, and this might interrupt our learning. Online education also has significantly less self-assessment.

Online education has both advantages and shortcomings, but it is an excellent method of learning that can help develop a student’s performance. To succeed in online education, one should choose an ideal university and course to avoid pursuing education from among the various suspicious universities that employers may reject. The other most essential thing is to assure that one needs to maintain communication with the school faculty and fellow students. The important point is proper time administration that helps one manage our time to complete and submit prescribed assignments in time.

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Online Education Essay: Distance Education & E-Learning

Online education has emerged as a dynamic and versatile alternative, providing learners with unprecedented access to a wealth of resources and opportunities. Let’s explore here, Online Education Essay

Online education, also known as e-learning or distance learning, is an innovative approach to acquiring knowledge and skills using digital technology and the Internet as the main medium of instruction.

This allows learners to remotely access educational content, interact with teachers, and collaborate with peers, overcoming geographic barriers and traditional classroom limitations.

Online education has experienced significant growth and development in recent years, changing the way people of all ages and backgrounds approach learning.

Online education essay explores the transformative power, benefits, challenges, and future prospects of online education in the modern era.

The importance of online education in today’s world cannot be overstated. The key points that highlight its importance are, such as…

Accessibility : Online education makes learning accessible to audiences around the world, overcoming geographic barriers. This allows people in remote and underserved areas to access quality education.

Flexibility : In an increasingly fast-paced world, online education offers flexibility in when and where you learn. This takes into account different schedules and lifestyles, including those of professionals and parents.

Lifelong learning : Online education promotes lifelong learning. Learners can gain new skills and knowledge at every stage of their lives and accelerate their personal and professional development.

Cost-effective : It often proves to be more cost-effective than traditional education. Learners can save on transportation, accommodation, and textbooks. This affordability increases access to education.

Customization : Online platforms allow you to personalize your learning experience and adapt content to your individual needs and speed. This improves comprehension and memory.

Technological advances : Integrating cutting-edge technologies such as virtual reality (VR) and artificial intelligence (AI) enriches the online learning experience and prepares learners for the digital age.

Pandemic response : The COVID-19 pandemic has highlighted the critical role of online education in ensuring continuity of learning during a crisis. This has become an important part of the education resilience toolkit.

Global collaboration : Online education fosters international collaboration and diverse perspectives. Learners can interact with peers and instructors from around the world, enriching their educational experience.

Employability : Many online courses and degrees are designed to be industry-relevant. Learners will gain skills that are directly applicable to their career goals.

Sustainability : Online education contributes to environmental sustainability by reducing the carbon footprint associated with commuting to a physical campus.

Overview of the components that typically make up the structure of online education.

1. Platform or institution website

Online education experiences often begin with a platform or institution’s website. This website serves as a central hub where learners can access information about available courses, enrollment, and resources.

2. Registration and Registration

Learners typically begin by enrolling in a course or program online. Registration may include creating an account, providing personal information, and selecting a course.

3. Course catalog

Online education platforms typically maintain a catalog of available courses and programs. Learners can search this catalog to find courses that match their interests and goals.

4. Course structure

Each course or program has its own structure and may include modules, units, and lessons. The course structure describes the order in which content is presented and the learning objectives for each section.

5. Learning resources

Online courses typically offer a variety of learning materials, including video lectures, text-based content, multimedia, and downloadable resources. These materials can be accessed through the Platform’s interface.

6. Interactive elements

Many online courses include interactive elements to engage learners, such as discussion forums, quizzes, assignments, and group projects. Learners can use these tools to communicate with instructors and other students.

7. Evaluation and scoring

Online courses include assessments to assess learner understanding of the material. Evaluation methods vary but include quizzes, exams, essays, peer reviews, and participation grades.

8. Support and help

Online learners often have access to technical and academic support. Depending on the platform, support can be provided via email, chat, or help desk.

9. Track your progress

Many platforms offer tools that allow learners to track their progress throughout a course. Learners can monitor completed assignments, upcoming deadlines, and overall course progress.

10. Certifications and references

Upon successfully completing a course or program, learners can receive a certificate, degree, or digital badge. You can add these credentials to your resume or share them on your professional profile.

11. Community and Commitment

Online education often focuses on building a sense of community among learners. To encourage participation, you can offer discussion forums, virtual meetings, and networking opportunities.

12. Privacy and security

The platform focuses on privacy and security, ensuring that learners’ personal information is protected. It will typically outline your privacy policy and data processing practices.

13. Frequently Asked Questions and Help Center

Many platforms offer a section where learners can find answers to frequently asked questions. You can provide a comprehensive help center or knowledge base.

14. Feedback and improvements

Platforms often seek feedback from learners to improve their online education experience. This feedback can be used to improve the content, functionality, and usability of your course.

The Evolution of Online Education

The evolution of online education has been a dynamic journey marked by significant advances in technology and changes in educational paradigms. 

Early experiments (1960s-1970s)

The concept of online education dates back to the 1960s when educational institutions such as the University of Illinois began experimenting with computer-based education. Early efforts focused on delivering educational content via mainframe computers and teleprinters.

Emergence of the Internet (1980s-1990s)

The development of the World Wide Web in the late 1980s and early 1990s laid the foundation for modern online education. Educational institutions began to explore the potential of the Internet to provide course materials and facilitate communication.

First online courses (1990s)

The first online courses, often referred to as “virtual classrooms” or “e-learning,” appeared in the mid-1990s. These courses included text-based content and basic discussion forums. Learning Management

Systems (LMS) (late 1990s to 2000s)

In the late 1990s and early 2000s, learning management systems (LMS) such as Blackboard and Moodle were developed. LMS platforms have given teachers the tools to create, manage, and deliver online courses.

Multimedia integration (2000s)

As Internet bandwidth improved, online courses began to incorporate multimedia elements such as videos, animations, and interactive simulations. This has enriched the learning experience and made online education more engaging.

Massive Open Online Courses (MOOCs) (2010s)

In the 2010s, MOOCs emerged, allowing students to take courses from famous universities for free. His MOOC platforms such as Coursera, edX, and Udacity have reached millions of learners around the world.

Personalization and adaptive learning (since 2010)

Online education platforms are beginning to implement personalized learning paths and adaptive technology. Algorithms analyze learner progress and tailor content to individual needs.

Blended learning (since 2010)

Blended learning models that combine online and in-person instruction are becoming increasingly popular in K-12 and higher education. This approach provides flexibility while maintaining personal interaction.

Virtual reality (VR) and augmented reality (AR) (since 2010)

Advances in VR and AR technology are being integrated into online education to provide immersive learning experiences. Learners can explore virtual environments and simulations.

Coronavirus disease (COVID-19) pandemic (2020)

The global pandemic has forced schools and universities to close to prevent the spread of the virus, forcing a rapid shift to online education. This has accelerated the adoption of online learning and highlighted the need for a robust digital infrastructure.

Hybrid and distance learning (2020s)

Many institutions will continue to offer online and hybrid learning options even after in-person classes resume. Remote work and online education are becoming more integrated into daily life.

Continuous innovation (ongoing)

As technology advances, online education continues to evolve. Artificial intelligence, data analytics, and learning analytics are playing an increasingly important role in the design of online learning experiences.

Benefits of Online Education

Challenges in Online Education (Online education essay)

Technological Advancements in Online Learning (Online education essay)

Advances in technology have revolutionized the online learning landscape, improving the educational experience and expanding its possibilities. The main technological advances in online learning are as…

Learning Management System (LMS)

LMS platforms such as Moodle, Blackboard, and Canvas provide a central hub for course management, content delivery, and communication between instructors and students.

Mobile learning (M-Learning)

Mobile apps and responsive design make learning more accessible as learners can access course materials and participate in learning activities on their smartphones and tablets.

Video conferences and webinars

Tools like Zoom and Microsoft Teams make it easy to conduct live virtual classes and webinars, facilitating real-time interaction between instructors and learners.

Gamification

Gamification techniques such as badges, leaderboards, and interactive quizzes make learning more engaging and motivate learners to progress through course content.

Virtual reality (VR) and augmented reality (AR)

VR and AR technology provide an immersive learning experience, allowing learners to explore virtual environments and interact with their 3D objects, making it ideal for training in fields such as medicine, engineering, and aviation.

Artificial intelligence (AI)

AI-powered tools analyze learner data and provide personalized recommendations, including adaptive learning paths and targeted resources to address individual needs.

Big data and learning analytics

Big data analytics provides insights into learner behavior and performance, helping educators make data-driven decisions and improve course design and instruction.

Cloud computing

Cloud-based platforms store and deliver course content, making it accessible from anywhere and ensuring scalability for institutions and course providers.

Open Educational Resources (OER)

OER repositories provide free, open-licensed educational materials such as textbooks, videos, and assessments, reducing costs for learners.

Blockchain credentials

Blockchain technology is used to issue and verify digital credentials, making it easier to verify the authenticity of degrees, certificates, and badges earned online.

Chatbots and virtual assistants

AI-powered chatbots and virtual assistants provide instant support to learners by answering questions and guiding them through course content.

Peer learning platform

Online platforms facilitate peer-to-peer learning through features such as discussion forums, group projects, and collaboration tools.

Language processing and translation tools

Language processing technology and translation tools help you deliver courses in multiple languages ​​and support diverse learning groups.

Accessibility tools

Assistive technologies such as screen readers and closed captioning make online education more accessible to people with disabilities.

Cyber ​​security measures

Robust cybersecurity measures protect online learning platforms and learner data from cyber threats, ensuring the privacy and security of online education.

The Future of Online Education (Online education essay)

The future of online education holds tremendous growth and innovation. Advances in technology such as augmented reality and artificial intelligence provide immersive and personalized learning experiences.

Learning analytics provides deep insights and allows educators to tailor instruction to individual needs. The global reach of online education is expanding, providing access to high-quality courses to learners in underserved areas.

Moreover, online education will increasingly complement traditional classrooms and create hybrid learning environments. Continuing education and lifelong learning are becoming the norm as the lines between work and study blur.

The future of online education promises increased accessibility, flexibility, and relevance in a rapidly evolving knowledge-based world.

Online Education Best Practices (Online education essay)

Best practices in online education are essential to ensuring an effective and engaging digital learning experience. Clear communication between teachers and students, as well as between colleagues, is very important.

Well-structured courses with structured content, intuitive navigation, and regular updates accelerate student success. Encouraging active participation through discussions, collaborative projects, and peer feedback fosters a sense of community.

Flexibility in assessment and learning paths accommodates the diverse needs of learners. Timely feedback and support, as well as technical troubleshooting assistance, will enhance your learning process.

Additionally, educators must continually adapt to evolving online tools and teaching methods to ensure that online education is accessible, engaging, and effective.

We hope this online education essay covers all aspects of distance learning and e-learning and helps you understand this type of education.

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Essay Service Examples Education E-learning

Digital Learning In Higher Education

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INTRODUCTION

Some of the positive features of digital learning are as.

• Kamal Deep Singh,S. (2012). Computer in Education New Delhi, Dhanpat Raj Publishing Company (Pvt) Ltd.
• Arulsamy.S. and Sivakumar. (2009). Application of ICT in Education New Delhi, Neelkamal publication (Pvt) Ltd
• https://www.thehighereducationreview.com/magazine/digital-learning-in-higher-education.
• https://en.unesco.org/themes/higher-education/digital

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Essay on Digital Literacy

Students are often asked to write an essay on Digital Literacy in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Digital Literacy

Understanding digital literacy.

Digital Literacy is knowing how to use digital devices like computers, tablets, and smartphones. It’s about understanding the internet and social media. It’s important because we live in a digital world. We use digital tools for school, work, and fun.

Why is Digital Literacy Important?

Digital Literacy helps us learn and communicate. It helps us find information quickly and easily. It can also keep us safe online. We need to know how to protect our personal information and avoid dangerous sites.

How Can We Improve Digital Literacy?

We can improve Digital Literacy by learning. Schools and libraries often have classes. We can also learn from friends or family. Practice is important too. The more we use digital tools, the better we get.

Challenges of Digital Literacy

Sometimes, Digital Literacy can be hard. Not everyone has access to digital tools. Some people might find them difficult to use. But with time and patience, we can overcome these challenges.

250 Words Essay on Digital Literacy

What is digital literacy.

Digital literacy is the ability to use digital devices like computers, smartphones, and tablets. It’s about knowing how to search for information online, use social media, send emails, and protect your personal information. It’s a bit like learning to read and write, but with technology.

In today’s world, technology is everywhere. We use it for school, work, and even fun. Being digitally literate helps you do all these things easily. It also helps you stay safe online. For example, knowing how to spot a scam email can protect you from losing money or personal information.

Parts of Digital Literacy

Digital literacy has many parts. One part is technical skills, like knowing how to use a keyboard or mouse. Another part is understanding how to find and use information online. This could mean using a search engine, reading a blog post, or watching a video tutorial.

Learning Digital Literacy

You can learn digital literacy at school, at home, or even by yourself. Many schools teach students how to use technology safely and effectively. Parents can also help by showing their kids how to use devices and the internet responsibly.

The Future of Digital Literacy

As technology keeps changing, digital literacy will also change. It will be more important than ever to keep learning new skills. This will help us keep up with the digital world and make the most of the opportunities it offers.

500 Words Essay on Digital Literacy

Digital literacy is the ability to use digital technology, such as computers, smartphones, and the internet. It includes knowing how to find information online, how to use social media, and how to stay safe on the internet. Just like we need to know how to read and write in school, we also need to learn digital literacy in today’s world.

Digital literacy is important because we use technology every day. We use it for schoolwork, to talk to our friends, and even for fun. If we do not know how to use technology safely and effectively, we could get into trouble. For example, we might accidentally share personal information online, which can be dangerous. Or we might have trouble completing school assignments if we do not know how to use the internet for research.

1. Technical skills: This includes knowing how to use different devices, like laptops, tablets, and smartphones. It also includes knowing how to use different types of software, like word processors and web browsers.

2. Information skills: This involves knowing how to find and evaluate information online. Not everything on the internet is true, so it is important to know how to tell the difference between reliable and unreliable sources.

Improving Digital Literacy

There are many ways to improve digital literacy. Schools often teach students how to use technology and the internet. There are also many online resources that can help. These include tutorials, videos, and websites that explain how to use different technologies. It is important to practice these skills regularly, just like any other skill.

In conclusion, digital literacy is a vital skill in today’s world. It involves understanding how to use technology, how to find and evaluate information online, and how to stay safe on the internet. By improving our digital literacy, we can become more confident and capable users of technology.

That’s it! I hope the essay helped you.

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Digital Education: Learning amid the Pandemic

• 22 Jan 2021
• GS Paper - 2
• Government Policies & Interventions

This article is based upon “Digital Education cannot Substitute for Real Learning” which was published in The Times of India on 21/01/2021. It talks about how the pandemic has completely shifted the present education system into a digital mode of learning and if it is actually substituting real learning or not.

The Covid-19 outbreak has disrupted children’s lives, pushed out many, and stalled classes and examinations across the country. To ensure students do not miss out on studies, schools shifted the classes to online mode.

With the pandemic forcing the teaching and learning process to migrate to the online mode, the education system has faced an upheaval like never before. Many of the students have been left clinging to their phones and computer screens.

However, the 2017-18 National Sample Survey suggested that less than 15% of rural Indian households have Internet as opposed to 42% of their urban counterparts.

Therefore, this shift to the e-learning system has sparked a debate on whether it helped the students to learn or has impeded their progress, social and emotional well-being, and more importantly if this is indeed education.

Digital Education

• Exploring the use of digital technologies gives educators the opportunity to design engaging learning opportunities in the courses they teach, and these can take the form of blended or fully online courses and programs.

Government Initiatives for Smooth Conduct of E-Learning

• E-PG Pathshala: An initiative of the Ministry of Human Resource Development to provide e-content for studies.
• SWAYAM : it provides for an integrated platform for online courses.
• NEAT : It aims to use Artificial Intelligence to make learning more personalized and customized as per the requirements of the learner
• Other initiatives include: National Project on Technology Enhanced Learning (NPTEL) , National Knowledge Network, (NKN) , and National Academic Depository (NAD), among others.
• Under the PRAGYATA guidelines, only 30 minutes of screen time per day for interacting with parents is recommended for kindergarten, nursery and pre-school.
• Schools can hold live online classes for a maximum of 1.5 hours per day for Classes 1-8, and 3 hours per day for Classes 9-12.

National Programme on Technology Enhanced Learning

• The NPTEL is a project of MHRD initiated by seven Indian Institutes of Technology (IIT), along with the Indian Institute of Science Bangalore.
• It was created in 2003 to provide online education.
• The aim was to have web and video courses in engineering, sciences, and management.

Technology as a Saviour

• Flexibility: Online education enables both the teacher as well as the students to set their own learning pace plus provides the flexibility of setting a schedule that fits everyone’s agenda. Consequently, providing a better work-study balance.
• A growing number of universities and higher education schools are coming forward to offer online versions of their programs for various levels and disciplines.
• With the online mode of learning, the money spent on study materials along with commute charges is considerably less.
• A Comfortable Learning Environment: Online learning allows students to work in the environment that best suits them.

The Other Side of the Coin

• Students learn more from each other while engaging in challenging collective tasks and thinking together.
• There is substantial learning that is lost when education goes online. Staring at a screen prevents them from using their mind and acting as remote receptors of what is beamed.
• Due to this, the mental stress that students have to undergo is very high.
• Moreover, the National Education Policy that talks about the digitization of education is also in contradiction with the right to education.
• Other health issues like neck and back pain etc. due to bad posture and lack of movement have been noticed in older students.

Way Forward

• Staggering teacher-student interactions in physical mode with not more than 50% of the total strength attending schools on alternate days.
• Giving priority to the less advantaged students who do not have access to e-learning.
• Genuine efforts must be invested to ensure every child gets good quality equitable education as a fundamental right.
• The teacher’s role has to go beyond just being in control of the class to being a facilitator for the transfer of knowledge.
• The system should not just heartlessly push the students and teachers in only finishing the course regardless of any gain of knowledge, stress should be upon quality learning and not quantity cramming.

‘Equality of Opportunity’ is one of the basic principles of the Indian Constitution. Shifting to a system that benefits only a section of people and leaves behind the neediest ruins the very notion of this statement.

Moreover, digital education is something where India is not successful yet. There is still a lot to do in terms of checking if students’ entitlements are not being compromised or in providing meaningful academic curriculum alternatives.

This editorial is based on “President Biden: Hope And Responsibility” published in The Economic Times on January 21 th , 2020. Now watch this on our Youtube channel.

Essay on Online/Digital Education – Advantages and Disadvantages in English

Table of Contents

Introduction

What will be the basic outline you will draw if you are asked to write an essay on digital education?

What we will be covering in this entire essay on digital education includes:

Online education refers to the use of the most innovative tools and technologies to allow students access to educational resources, documents, and lectures irrespective of their position on the globe. Such tools can be a projector that can convert a simple classroom lecture into a smart one, or it can be a tablet that allows flexibility to learn.

A basic term called digital learning also refers to the learning process that is guided by the use of online and digital devices like computers, smartphones, tablets, and nearly all the devices that enables students to learn and read as well as can connect with the internet.  

For now, learning the primary objectives of digital education is necessary. Some of the primary objectives of the assignments can also be showcased as its benefits. Well, some common advantages of digital education for students include:

Apart from the points mentioned earlier, personalized learning experiences and hands-on working practicals with modern technologies and tools are also some of the most common benefits of modern digital education.

Successful implementation of digital education policies?

The availability of high-speed connectivity infrastructure in schools as well as at the grassroots levels of society is a must to cover each and every child into the ambit of online learning. The network towers, high-speed Wi-Fi connection and home internet access at vulnerable places will assist the faster implementation.

The combination of three magical terms, including leadership, teaching, and assessment, can create a revolutionary change. To implement the above-mentioned infrastructure, efficient leadership is a must to reach the zenith of this revolution. At the same time, the quality of tutors and final assessments must be well analysed by the experts.

Is digital education the future of education?

The way covid-19 pandemic has impacted various aspects of society, it urged a fundamental change in society. Traditional activities that were not competent enough to meet the global lockdown trends are rejected by society. The growing work-from-home culture is the most prominent example of such a necessity that is acknowledged by the modern working class.

The same is the case with online learning and digital education. Now students are pretty comfortable with the online courses that save sufficient time and offer them an opportunity to learn various courses in a flexible manner. The change is to happen and is happening in almost all aspects of our lives. Keeping the positive sides up, we must admire it for a better and more convenient future.

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Education is changing because the digital economy is shifting the skills and talents needed to lead a successful life and foster personal well-being. Talent gaps persist and are deepening around computer science and creativity. Learners need to be cognitively adaptive, and able to constantly learn new things and apply old knowledge to new contexts. Lifelong learning is the new normal. Three major shifts in education are identified: (1) changes in the funding of education; (2) changes in the duration of learning; and (3) changes in how we learn. Collaborations between industry, government, and education institutions will be the hallmark of education in the digital economy.

The digital economy is changing what we need to be able to do cognitively to lead successful lives and pursue well-being. Artificial intelligence, the Internet of Things, 3D printing, virtual reality, distributed ledger technology, biotechnology, and robotics are combining to change how we work and live. 1  Talent gaps persist and are deepening around computer science and creativity. The gig economy is changing employment and benefits structures around the globe as platforms enable people to share resources. Employment disruption is predicted to be considerable, though the pace of technological uptake, the nature of the welfare state, and the demographics of a given country will help determine the scale and duration of unemployment due to the automation of human work (OECD, 2018). 2  There will be new tasks and competencies in high demand. Higher education, in particular, will play a key role, in reskilling, upskilling, and educating the global labor force of the Fourth Industrial Revolution.

All that is technologically possible still may not be politically or economically rational or feasible. 3  This is why we are likely to see significant initial job displacement for the digital economy, regardless of what education institutions can do to upskill, reskill, and educate talent. The pace of change is such that there is likely to be considerable unemployment in the near term. Education institutors will be able to help individuals manage a transition to a new reality.

What is needed to thrive in the digital economy involves cognitive competencies matched with technological skills. The competencies are a shifting set of skills. Learners need to be adaptive, cognitively curious, and able to constantly learn new things and apply old knowledge to new contexts. The key to employability is cognitive adaptability. Employees will need to learn and unlearn constantly. Education systems need to prepare learners, both adult and youth learners: what I call,  learning resilience . Learning resilience is about the ability to adapt with ease to new truths in your knowledge, repeatedly. It is about being accepting of your prior knowledge being rendered irrelevant under new circumstances.

The current global education landscape was designed to meet the needs of the Industrial Revolution that emerged in the 1850s with the mechanization of physical labor. There has long been a growing divide between graduate skills and employer expectations. For universities and high schools alike, there is a battle for time between soft skills and hard skills—or social-emotional competencies versus technical skills. There is resistance from academics, who see themselves as content knowledge experts who develop and verify knowledge, to teach vocational skills. Yet in countries where higher education is not subsidized by the government, the burden of debt students take on in order to be employed cannot be serviced or justified by content knowledge alone. The change is that universities are no longer the sole purveyors of information. Information is everywhere. It is what you do with information that matters. Furthermore, the jobs that are available in the digital age are shifting so quickly that technical degrees cannot guarantee preparation for the future of work. This is why learning resilience is essential.

Primary, secondary, and tertiary education need to shift their focus to  how  to learn, not  what  to learn. And recruiters need to shift their metrics of talent to acknowledge soft skills and resilience

This is not to say that education as we know it is obsolete; indeed, it is essential to inclusive economic growth. What do you want a formal education to deliver to your future employee? Many jobs require technical skills and that content has to be learned. You cannot do coding without calculus. You cannot model economic outcomes without sound econometrics skills. And you cannot conduct research in the social sciences without sound information literacy. These competencies have to be learned in order to perform the associated trade. Content is still essential. But it is insufficient. Primary, secondary, and tertiary education need to shift their focus to  how  to learn, not  what  to learn. And recruiters need to shift their metrics of talent to acknowledge soft skills, and resilience. Content knowledge is still essential, but it is what you do with that information that really matters.

Competencies are the current focus of good education, however, and the mainstream literature in this area is leading the charge. The current books coming out on what education should be in the digital economy advocate for a specific set of skills being developed by universities. Joseph Aoun, the president of Northeastern University in Boston, famously calls for creativity, entrepreneurship, and numeracy in  Robot-Proof  (Aoun, 2017). Angela Duckworth (2016) calls for grit in  Grit: The Power of Passion and Perseverance . In one of the most important books on this issue, Erik Brynjolfsson and Andrew McAfee, in  The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies  (2014), write that talent needs enhanced capacities in the areas of ideation, large-frame pattern recognition, and complex communication. And for the very high-end employee, Cynthia Solomon and Xiao Xiao have edited a 2019 volume with MIT Press,  Inventive Minds, Marvin Minsky on Education , musing on how to develop inventive thinkers who can create. All of these publications offer important insights; however, none of them identifies the most important ingredient, though they are useful predictors and elements of leading a successful life in the digital economy and address ways in which education institutions can help get graduates there.

This has always been the approach of liberal arts Colleges. Liberal arts colleges, such as Ashoka University in India, NYU Abu Dhabi in the United Arab Emirates, Williams College in the United States, and Yale-NUS in Singapore, are developing truly global talent. They do this through small enrolment sizes per class, where undergraduates have access to the world’s best researchers, and apply authentic learning with student-centered pedagogy. Real effort is made to integrate the messaging of global movements, such as the Sustainable Development Goals (SDGs), and this is made tangible through innovative curriculum and experiential learning in the field. These learning environments are designed and developed to help learners be comfortable with ambiguity, and to transfer knowledge from one context to another and apply it in new ways.

These colleges graduate a small number of students annually relative to the global labor supply. The liberal arts model is too expensive per pupil to scale up to address the anticipated hundreds of millions of people who need to be reskilled over the next decade or two. However, the liberal arts model, of interdisciplinary understandings of humanity’s challenges, remains an excellent pool from which to draw on future-ready talent for the digital economy because graduates are taught to inquire, analyze, and create regardless of discipline, and to use a global outlook for addressing problems. These students are able to apply science, arts, and social science to strategic questions while developing social skills in an international setting. They have numeracy, digital literacy, and emotional intelligence. This is the thinker of the Fourth Industrial Revolution that we seek. The challenge is to scale its best attributes.

Small classroom sizes are costly, but essential to students receiving quality feedback and access to the professor or high-school teacher

The “how” of developing these skills is expensive. There is simply not enough financial support currently being spent on education and reskilling in the public sector in most countries today. The scale of the talent gaps means industry needs to collaborate with government and higher education to implement a skill shift in the global labor population. Small classroom sizes are costly, but essential to students receiving quality feedback and access to the professor or high-school teacher. Experiential learning is well evidenced to bring students to authentic learning environments that allow them to apply content in the real world, aiding retention of material as well. This, combined with internships, enables students to get exposure to how the content of a course or major will play out in a given workplace or type of industry. The combination of these things allows a student to reach a higher order thinking that results in the ability to problem-solve and create new knowledge. Regardless of what area a student chooses to study in, they must be able to write, to communicate ideas clearly (both quantitively and qualitatively), and to understand how knowledge is created. Inside the classroom, having cutting-edge researchers who bring their work into the classroom helps students understand how knowledge is actually created. This is essential in the age of fake news, augmented imagery, big data, and algorithm bias.

Three Major Shifts in Education for the Digital Economy

The three major changes coming for education as outlined below are based upon exposure to literature, private sector reporting, and practice around the globe. It is important to highlight the governance structures, economic stability, labor relations, and the uptake of technological advances as relevant context for each country and educational institution. Three major shifts in education are identified: (1) changes in the funding of education; (2) changes in the duration of learning; and (3) changes in how we learn. The following sections will walk through each major shift for the future of education.

1. Funding Mechanisms for Education

The biggest change that will come to the future of education is more deliberate engagement between industry, government, and educational institutions for funding learning and talent development. This was clearly called for in Klaus Schwab’s  The Fourth Industrial Revolution  (2016) and continues to be championed by the World Economic Forum. There is a well-established link in the literature between economic development and education of the population. Governments need people to live, work, and earn, in order to maintain various different kinds of social contracts. Amanda K. Oleson and colleagues in a 2016 book with Harvard Education Press,  Beyond the Skills Gap: Preparing College Students for Life and Work , advocate for employers sharing responsibility with the education sector for preparing students to work in the digital economy. If this does happen that will be an excellent change for education in the future digital economy. Industry will have to help pay to reskill and educate differently the global labor pool. This also involves paying to reskill teachers and professors too. The cost is part of the reason for the need in change of funding flows; the scale of the number of people is the other reason for the needed change. McKinsey Global Institute anticipates that nearly 1.2 billion people are currently working in automatable jobs. This is not to say that they will lose their jobs, but nearly all of them will be tasked with doing different work within their organizations in the coming decade. Yes, technology produces opportunities for financially efficient solutions, but in this case, not fast enough. Employers need to assist governments and education institutions to upskill and reskill the workforce.

Industry will have to help pay to reskill and educate the global labor pool differently. This involves paying to reskill teachers and professors too

Around the world, access to quality education is a challenge regardless of the digital economy. For those who do make it to and through higher education, the issue of funding is prohibitive. In the United States, the Federal Reserve claims that Americans are carrying $1.5 trillion in student loan debts in 2018. A full fee-paying student at Harvard University can expect to spend $78,000 a year in tuition, room and board, fees, and living expenses. In Europe fees are considerably lower; in Spain for example, public university fees range from €2,000–€3,500 per year, and private universities vary between €5,500–€18,000 per school year. In Argentina, higher education is free, but schools are overcrowded and quality can suffer as a result. In India, there are simply not enough seats to the order of millions of youth not having an opportunity to attend tertiary education. This is untapped talent. This is untapped economic opportunity. This is squandered well-being.

The gap between the haves and have-nots will continue to grow, especially along gendered lines, as computer access will determine potential for success in education and employability. It remains to be seen which, if any countries, will adopt some form of “universal basic income” for wealth distribution, or if most countries will go to a four- or three-day work week without pay decreases to address the growth in capital profit and corresponding decrease in human profit. Relying on philanthropy and tuition for higher education will need to change, and tax dollars alone will not be able to fund public education exclusively in welfare economies.

The final reason funding mechanisms need to change is that the lifelong learning demanded by the digital economy means that front-loading our education to the first fifteen to twenty-five years of life is no longer a sufficient model 

The final reason the funding mechanisms need to change is that lifelong learning demanded by the digital economy means that front-loading our education to the first fifteen to twenty-five years of life is no longer a sufficient model. This will be discussed in greater detail below, but it is important to note here that we will all learn throughout our lives from here on out. That change in education is now, not in the future. For adult and corporate education, it is not effective to purchase a course on critical thinking for your employees. You cannot develop resilience and creativity in a three-day training course. Learning to connect ideas and create solutions in novel ways takes time and funding to develop. A commitment to a resilient and effective workforce means providing financial support for lifelong learning from governments, industry, and education institutions. This includes funding research in the learning science as it pertains to adults particularly. It is anticipated that this field of study will be vitally important in the years and decades ahead. Indeed, funding such research could reflect corporate social responsibility.

2. Duration: Lifelong Learning, Upskilling

Education will no longer be front-loaded in the earlier years of life. Education is now a lifelong endeavor where people will have to learn, unlearn, relearn, and learn again. Lifelong learning is essential to survival and thriving in the digital economy. People can learn new facts and gain more knowledge, or they can learn how to do something through instruction of a given skill; or they can learn why something matters which can inspire creativity and drive success. Every organization needs a learning culture that is based on growing and improvement. High performing teams will be composed of those who know how to learn, and not what to learn. Cultures of growth and change need to be embedded to access in schools and in the workplace.

The pace of technological change shifts too quickly for talent development to stop at the age of twenty-five or younger. What we need to know shifts too quickly. And the millions of new jobs that will come into existence will demand technical and social skills we cannot predict at any given time. Lifelong learning is costly, which means governments and industry need to help subsidize it to keep the economy going. Executive education is likely to skyrocket in scope. Likely education institutions in the private sector that can offer badges and certifications of knowledge will be new players in the adult education sector in a way they have not been before.

Furthermore, as reported by the OECD in 2018, pay-compensated reduction in working hours may be a regulatory tool that can compensate for loss in income due to creative disruption of jobs. In this scenario, and the one of universal basic income, people will be freed up to learn new things. More hours of the week can be spent learning. This change in social structures will change how corporate education and training can work. There will be more capital to invest to make the education of adults a reality and a consistent practice.

The OECD has developed a Learning Compass as part of its Future of Education and Skills 2030 project, and seeks to guide education systems across the world to enable students to thrive in seeking well-being in the future. The Learning Compass, as shown in fig. 1, details ways of thinking rather than specific competencies and content knowledge. There are other such schematics being developed by comparable global agencies, as the world grapples with a major shift in what is needed in the workforce, today and in the future. The point is that how we prepare thinkers who can adapt to constantly changing environments is no longer front-loaded in the first twenty to twenty-five years of life, and rote memorization is entirely insufficient for a viable employee. Education centers, both private and public, will work to ensure that learners know how to think and learn, and this is key to their success and long-term well-being.

The OECD Learning Compass 2030 is a learning framework that aims to help students navigate towards future well-being. It creates a common language about broad education goals

The schematic of fig. 1 is helpful in understanding how people will best learn for successful lives. In the classroom, this means education will have to better leverage technology to both access more learners and free up human educators to do what they do best. This means grading will likely be automated in the near future. Algorithms are biased, but there are patterns we can identify and correct. For humans it is much harder to correct for implicit bias. Technology can deliver lectures, curate content, and mark assessments. Educators will need to learn how to facilitate learning, rather than simply share their knowledge. Student-centered learning is essential. Classrooms and online activities should be authentic and relevant to the students’ interests. Where economically and physically possible, students should be taught in small, diverse groups, regardless of age.

Workplace upskilling and reskilling of current employees will be a key feature of corporate action in this area for the medium term. This is also important in the longer term as GenZ employees seek firms who can offer valuable development opportunities relevant to the gig economy. Visa corporation is a great example of what this change should look like for larger firms. Visa University now has two physical campuses: one in Foster City, California, and one in Singapore in their Southeast Asia headquarters. They also have a massive online digital campus which is learner driven, rather than being compliance driven, as they had been before. They have also hired a chief learning officer, Kerie Willyerd, who is the co-author of  Stretch , a book about how to develop peoples’ skills in the automation economy. All of this is intended to develop a learning culture across the organization, one that is trackable with data and strategically aligned to the organization’s business goals and ethics. Larger firms will all need to take such measures to keep their current employees—who are valuably aware of the corporate culture already—and develop their new ones. Visa is also making money off its talent, running Visa Business School, which offers online courses, interactive workshops, and custom training in all areas of the payments industry. They have wisely positioned themselves to be a key player in education for the digital economy within the payments industry and beyond.

3. Changes in How and What We Learn—Technology and Education

The schools with the appropriate funding are making exciting strides in education. While sitting in their classrooms, students can visit a faraway archaeological dig, or a museum, or a hospital, through virtual reality. Students can wear virtual reality goggles and be propelled into a sustainable world where environmental degradation has been reversed. Students can 3D-print a series of molecules in a chemistry class to understand the scale of the atoms relative to each other. And they can watch an algorithm-produced video of a deceased poet from centuries back read their poem aloud. Augmented and virtual reality are changing what is possible in the classroom. Access to laptops and iPads gives educators real-time data about student understanding in their classrooms. Simulations allow nurses and doctors to practice surgery without a cadaver. When technology is available, it alters the relationship between the educator and the learning. Individualized, self-directed learning for students becomes possible. Content is transferred online, outside of class, and then the in-class time can be spent reviewing and learning to apply the material. This blended learning model is likely to be the new norm, as evidence suggests this is the most effective way for people to learn.

Virtual reality (VR) is already allowing those with access to learn anywhere about everything. An example of the technology being brought to bear on this is a firm called VERE360, which develops research-based education products in virtual reality so learners do not have to travel. This approach is also useful as it breaks away from traditional adult training because it better engages the learner. The goal of this firm is to deliver products in VR that help learners understand complex issues and topics that are difficult to understand, such as the complexity of climate change, or mental health. The technology deployed by firms such as VERE360 enables the personalization of corporate and classroom learning and intends to deliver the learning in a shorter time and a more engaging manner than traditional training. VERE360—and its competitors—are working to produce global content on social issues for socially drive organizations and education institutions on less expensive hardware. Hundreds of millions of people in the global workforce need exposure to this technology in order to be competitive and thrive in the digital economy.

In the opposite direction, the Hickory Hill Nature School in Connecticut, USA, 4  is an outdoor school where children are immersed in all-weather learning, whereby there is no indoor space. The purpose is to foster a deep and personal connection to the natural world. Inquiry-based and child-led, with small class size, the pedagogy aligns with evidence-based best practice for developing creative and cognitively flexible learners who are well connected to nature and sustainability. This is the primary and secondary version of liberal arts college without the technical skills scaffolded into the curriculum  per se . These sorts of school will likely proliferate in the digital economy as employers and parents seek to foster creativity and retreat from the numbers of learning. This type of learning will be valued in the future (currently there are only two such schools accredited in the United States) because it delivers a connection to nature that artificial intelligence will likely not possess, and because it is evidence-based best practice for fostering stewardship and emotional intelligence.

Assessment and grading are also being automated. When testing children, there are now ways to apply adaptive computer-based testing that allows each learner to demonstrate their academic proficiency at their own pace. Eric Mazur, Harvard’s world-renowned physicist and expert teacher, has developed Perusall, a software application that grades students’ reading annotations. Learning simulations will eventually be able to replace the teacher as the deliverer of content. How we certify knowledge will shift accordingly. Global talent will be able to badge itself in different ways and, hopefully, much less expensive ways.

The automation economy and the digital technologies that have brought it on will also influence changes in secondary and tertiary curricula. STEM and STEAM (Science, Technology, Engineering [Art], and Mathematics) remain very important, and produce talents that are in high demand in the workforce. However, environmental pressure mounts from the climate crisis as well. Students of the automation economy are also students (young and old) living in a time of ecological breakdown. Education institutions will need to adjust their curricula to help people grapple with the science, humanity, social impacts, and solutions. A good education will combine automation and environmental sustainability in the years and decades ahead. And an excellent education will produce resilient learners who can adapt to change effectively.

Online learning will have to be a part of the solution given the scale of the technologically displaced in the short and medium term. While Massive Open Online Courses (MOOCs) have not delivered the learning they were first purported to, the idea that learning can happen online in the absence of brick-and-mortar access to quality education is important. The number of humans who crave access to quality education is just too large to ignore the online model of free, open-access information. In the future, we will do better at leveraging this tool.

Students of the automation economy are also students (young and old) living in a time of ecological breakdown. Education institutions will need to adjust their curricula to help people grapple with the science, humanity, social impacts, and solutions

A curricular topic that will likely be added to formal and adult education is mindfulness. The stresses of constant change and better awareness of mental health means that education about how to self-regulate and practice self-care will be a societal must. Current models of education require the fortunate to access this support in their own time and within their own financial means. Very few can do so. But sleep, mediation, and nutrition will become vital education pieces in the digital economy. Not only for our mental well-being, but also because we will be living much longer lives in the digital economy, and self-care will be paramount as a result.

Unknowns of the Future of Education

Technology also changes the learners themselves. iPhones, social media, and the culture of the Internet has changed the human attention span, for example. Most people turn off after eight seconds. But this is a change that has not involved the alteration of the human body. Wearable technology is changing how students engage in the classroom and in athletics in schools. In the future, biometrics will likely tell education administrators about individual learning as real-time health data enters into the education process. What is unknown is how cultural sensitivities to privacy will influence the use of such technologies in schools. Where the technology is available and financially supported, will administrators and parents opt to use it? It remains to be seen if employers would have the legal right to use such technology.

At the more advanced end of the technology advancement spectrum, it is possible that people will be using implantable brain-computer interface (BCI) technology, or brain implants, to enhance their knowledge base. With this outcome, education as we know it would fundamentally change. There would be substantial equity and access issues to grapple with from the start but, nonetheless, the possibility of this eventuality is real. Elon Musk’s NueraLink company is working to develop implantable chips that would give the human brain artificial intelligence capacities. These people will be cyber-physical systems in their truest sense. How they are educated will depend on the neuroscience and psychological advances we can make as a society in the coming years. In addition to the access and equity issues involved, there will be significant ethical issues as a result of this new kind of intelligence and what it is  allowed  to learn.

The difference between machine probability and human creativity is real and will remain so, but how education institutions will teach people about the difference is little explored at this time. Likely, ethics training will be essential for global talent regardless of your industry or profession. There is very little, if any, preparation in the education world for this sort of technological change in how information is ascertained by humans. Nonetheless, it is an eventuality that is best placed in the long-term planning of a given organization, educational institution, and government.

These changes have fostered renewed interest in the sciences of learning all the more imperative. As MIT has reported in its report  Work of the Future, Shaping Technology and Institutions, Fall 2019 Report , these changes require a better understanding of how adults learn. Research is currently being done to connect the science of learning to workplace adult learning in practice. 5  It remains unknown how learners of different ages and educational attainment learn best, let alone how cultural context may impact that learning. This will be an area for important research and discovery going forward.

The digital economy is changing what is needed in terms of education to lead a successful life with well-being. Access and quality will continue to be challenges in the digital economy, but there are new opportunities in both areas due to the changes that technological revolution brings. New collaborations between governments, education institutions, and industry will foster a new area in education that is lifelong and technologically enhanced. There are known unknowns to consider in long-term planning, most notably the potential for neural implants changing how humans interact with information cognitively. Education in the digital economy will change in its funding structures. Education and learning will change in duration, no longer being front-loaded in the first decades of life. And education will be changed by technology itself, not just in the ways we deliver information and learning, but also in what is actually learned. Environmental sustainability and well-being will need to be understood by all for a successful life of wellness in the digital economy. These are exciting times for change, but to ensure the outcomes have a net positive impact on society more concerted and deliberate effort around education needs to be pursued by all stakeholders. The costs of not doing so appear to be dire.

Bibliography

—Aoun, Joseph E. 2017.  Robot-proof, Higher Education in the Age of Artificial Intelligence . Cambridge: MIT Press.

—Autor, David, Mindell, David M., and Reynolds, Elisabeth B. 2019.  Work of the Future, Shaping Technology and Institutions, Fall 2019 Report : MIT Work of the Future.

—Brynjolfsson, Erik, and McAfee, Andrew. 2014.  The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies . New York: W. W. Norton.

—Duckworth, Angela. 2016. Grit: The Power of Passion and Perseverance. New York, NY, US: Scribner/Simon & Schuster.

—Gleason, Nancy W. (ed.). 2018.  Higher Education in the Era of the Fourth Industrial Revolution . Singapore: Palgrave Macmillan.

—McKinsey Global Institute. 2017. “Harnessing Automation for a Future that Works.” Available at  https://www.mckinsey.com/featured-insights/digital-disruption/harnessing-automation-for-a-future-that-works .

—OECD. 2018. “The Future of Education and Skills: Education 2030.” Available at  https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf .

—Oelsen, Amanda K., et al. 2016.  Beyond the Skills Gap: Preparing College Students for Life and Work . Cambridge, MA: Harvard Education Press.

—Schwab, Klaus. 2016.  The Fourth Industrial Revolution . New York: Crown Publishing Group.

—Solomon, Cynthia, and Xiao, Xiao. 2019.  Inventive Minds, Marvin Minsky on Education . Cambridge, MA: MIT Press.

—Willyerd, Kerie, and Mistick, Barbara. 2016.  Stretch: How to Future-Proof Yourself for Tomorrow’s Workplace . Hoboken, NJ: Wiley.

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DIGITAL LEARNING

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INTRODUCTION

Scope of digital learning, freedom to choose the place.

Time Consumption

Speed and convenience, the digitalized content, digital learning technologies, portable devices, cloud-based learning.

• Secured Data Collection
• Time Consumption and easy maintenance

Flexible learning

Learning collaboration with digital devices, e-learning methods, cbts and wbts, mobile learning, social learning, game-based interactive learning.

• D. Picar, E-Learning and Motivation, White Paper, ITEC at SFSU, 2004.
• Tsai, C. W. (2011a). How much can computers and internet help? A long-term study of web-mediated problem-based learning and self-regulated learning. International Journal of Technology and Human Interaction, 7(1), 67-81.
• Trespalacios, J. & Rand, J. (2015). Using asynchronous activities to promote sense of community and learning in an online course. International Journal of Online Pedagogy and Course Design, 5(4), 1- 13. doi:10.4018/IJOPCD.2015100101
• Lin, Hung-Ming &Tsai Chin-Chung (2011). College students' conceptions oflearning management: the difference between traditional (face-to-face)instruction and Web-based learning environments. Learning, Media andTechnology, 36(4): 437-452.

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