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Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the COVID-19 Pandemic

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Title: Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the COVID-19 Pandemic
Language: English
Authors: Sofie Otto, Lykke Brogaard Bertel, Niels Erik Ruan Lyngdorf, Anna Overgaard Markman, Thomas Andersen, Thomas Ryberg
Source: Education and Information Technologies. 2024 29(2):1673-1696.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Technology, Cooperative Learning, Competence, Technological Literacy, Student Centered Learning, College Students, COVID-19, Pandemics, School Closing, Higher Education, College Faculty, Barriers, Interpersonal Relationship
DOI: 10.1007/s10639-023-11789-3
ISSN: 1360-2357
1573-7608
Abstract: The aim of this paper is two-fold: firstly, to provide an overview of emerging digital practices that support collaborative learning, competency development, and digital literacy for student-centered learning environments in higher education during the rapid digital transition caused by pandemic-related lockdowns across the world, and secondly, to analyze and discuss how systematic reviews of generalized themes and trends can be combined with contextualized experiences and the lessons learned from the COVID-19 crisis to inform the digital transformation of higher education, with a particular focus on bridging the gap between campus-based teaching and online learning and on the identification of the digital competencies that teachers and students must acquire during the continuing shift into a 'new normal' for post-pandemic educational practices. This study was motivated by questions and findings emerging from an early reactive case study conducted by three of this paper's co-authors (Lyngdorf et al., 2021a). By reviewing the full texts of 18 articles, this study provides a systematic literature review which maps the general landscape of the online, hybrid, and blended digital practices applied in existing student-centered learning environments in higher education since the onset of the pandemic. Furthermore, this mapping is used to revisit data and findings from the earlier reactive study of emerging digital practices in a specific problem- and project-based learning (PBL) environment. This study's findings highlight critical factors and barriers related to emerging practices which support students' interactions with teachers, content, and each other, as well as the emerging competencies that these practices will require. The paper concludes with a discussion of the main findings and their implications for further research and practice.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1411614
Database: ERIC
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  Data: Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the COVID-19 Pandemic
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  Data: <searchLink fieldCode="AR" term="%22Sofie+Otto%22">Sofie Otto</searchLink><br /><searchLink fieldCode="AR" term="%22Lykke+Brogaard+Bertel%22">Lykke Brogaard Bertel</searchLink><br /><searchLink fieldCode="AR" term="%22Niels+Erik+Ruan+Lyngdorf%22">Niels Erik Ruan Lyngdorf</searchLink><br /><searchLink fieldCode="AR" term="%22Anna+Overgaard+Markman%22">Anna Overgaard Markman</searchLink><br /><searchLink fieldCode="AR" term="%22Thomas+Andersen%22">Thomas Andersen</searchLink><br /><searchLink fieldCode="AR" term="%22Thomas+Ryberg%22">Thomas Ryberg</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2024 29(2):1673-1696.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s10639-023-11789-3
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  Data: 1360-2357<br />1573-7608
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  Data: The aim of this paper is two-fold: firstly, to provide an overview of emerging digital practices that support collaborative learning, competency development, and digital literacy for student-centered learning environments in higher education during the rapid digital transition caused by pandemic-related lockdowns across the world, and secondly, to analyze and discuss how systematic reviews of generalized themes and trends can be combined with contextualized experiences and the lessons learned from the COVID-19 crisis to inform the digital transformation of higher education, with a particular focus on bridging the gap between campus-based teaching and online learning and on the identification of the digital competencies that teachers and students must acquire during the continuing shift into a 'new normal' for post-pandemic educational practices. This study was motivated by questions and findings emerging from an early reactive case study conducted by three of this paper's co-authors (Lyngdorf et al., 2021a). By reviewing the full texts of 18 articles, this study provides a systematic literature review which maps the general landscape of the online, hybrid, and blended digital practices applied in existing student-centered learning environments in higher education since the onset of the pandemic. Furthermore, this mapping is used to revisit data and findings from the earlier reactive study of emerging digital practices in a specific problem- and project-based learning (PBL) environment. This study's findings highlight critical factors and barriers related to emerging practices which support students' interactions with teachers, content, and each other, as well as the emerging competencies that these practices will require. The paper concludes with a discussion of the main findings and their implications for further research and practice.
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