Technology Enhanced Learning & Digital Economy
Inclusion of internet and networking technologies in managing and maintaining the selected format of education and learning is a crucial area of discussion which is liable to produce significant results all along with the social establishment. Development of researching possibilities and implications all along the selected field of discussion is the main ideology which is associated with the provided discussion. There are a wide number of operationally active participation of internet in education and learning and the responses are mixed in terms of positivity and negativity. The selection of liable sources provides a resultant impact on the selected mode of operation which has been organized and operated with every possible function. A series of previously carried out research works and its impacts on managing differential obligations all along the provided segment of research are used and organized to attain a perfect analysis.
Discussion
Sources of Methods
To understand how e-learning processes are managed to cope with the dynamics of the digital economy better. A study conducted by Ćukušić, Alfirević, Granić, and Garača, (2010) explores technological and digital advancements in e-learning and how the same effects the overall learning process in students. Using an empirical study, the authors attempt to establish a correlation between the two topics in review by relying on previous studies and research published on the subjects, combined with the use of evidence to validate the e-learning process model. To do this, field experts and teachers were requested to fill a survey and two questionnaires expressing their concern and validation of technologically-enabled e-learning process management. Empirical validation of the obtained data was done by linking the results with the e-learning performance model designed during the research. The empirical study showed certain limitations in costs and funding as it was [partially funded by the European Community under the Information Society Technologies (IST). However, the results of the study assert the empirical research method used to get opinions from teachers and field experts on the planning, organization, and implementation of e-learning pedagogies along with perceptions on the impact of e-learning on performance.
Additionally, exploring further on the topic of technology-driven learning and the digital economy, a study by Wu, Chiou, Kao, Alex Hu, and Huang (2012) is based on different perceptions observed after conducting a literature view, as the main part of the study. The authors perform a meta-analysis of game-assisted learning perceptions and correlate the perceptions with scientific and academic theories. A total of seven studies, out of which four utilised a literature review and the remaining two, followed a qualitative meta-analysis approach. Therefore, the authors use a combination of both the techniques to draw accurate conclusions from their literature review. The research methods used were apt in asserting necessary linkages between the perceptions of game-assisted learning techniques and learning theories such as behaviourism, cognitivism, humanism, and constructivism. The meta-analysis approach was followed by providing a definition of game-assisted learning, stating the selection criteria of articles included in the literature review, explaining the research strategy that will be used along with the data sources, and data coding and extraction mechanism (Birt & Cowling 2018). Thus, the study used some popular online journals to select genuine, academic, and peer-reviewed journal studies. For data extraction and categorization, 16 learning theories and elements were chosen and a codebook was designed to filter and analyse relevant studies to the topic. Another research question addressed in the study was the practices and quality of outcomes observed in game-assisted learning in accordance with contemporary learning theories.
Discussion and Comparison of methods
A wide number of possible researching methods are available to carry out this particular method-based discussion. A mixed intervention which is associated with quantitative and qualitative approaches are used to describe the included researching methods. A critical analysis which is based on a variety of papers and a variety of obligations for researching are provided to construct an ideology which is useful in managing researching methodologies.
The study conducted by Wishart (2018), explains the usefulness of the internet and the learnings which are inclined to produce significant results in terms of education and learning. The impacts of technologies in almost every segment of life is a major perspective which is liable to operate all along the research process. The researcher is curious to provide a suitable overview which is associated with managing and maintaining the required importance of relevant technological and innovational aspects which are limited to usage of internet in the learning process (Abdul Jabbar & Felicia 2015). Factors such as entertainment, social interaction and leisure are some of the most substantial aspects which are related to the development of internet-based operations and considerations in a much more stable perspective. The researcher has also analysed the impacts which the innovational ideologies have over the selected forms of operation in information technology (Aguayo et al. 2017). A major objective which has been largely put in to place for constructing an organized ideology all along the provided situation is the usage of largely available historical evidence in support to the selected area of discussion. In addition to this, the innovational designs which have been accepted as the basis for technological innovation and online learning have also been included all along with the provided structure.
Another major study conducted by Sclater & Lally (2016), provides a substantial amount of information on the provided perspectives and also introduce the relativity indexes which are linked to produce positive impacts on online learning and usage of internet. This research is particularly much more targeted, focussed and system based as it provides the actual scenario which has been induced to produce subsequent information on this particular subject of research. The researcher has used both positive as well as negative implications all along with the provided structure and this has been a largely helpful aspect in managing and maintaining the required information base all along with the selected ideologies (Buckley et al. 2019). Different scale of experiences has been used to determine the relative accountabilities which are associated with this subject area. As most of the initial researches were conducted to produce a positivity based analysis, a negative of less significant overview is missing throughout the entire structure. Inclusion of ICT as a major tool for grading the practical education scenario is a largely evaluated aspect all along this analysis process. It has been used to figure out all of the possible dimensions which can be considered as an important tool for business management (Sclater 2016). The association of technological advancements in order to achieve financial independence and substantial developments in the field of education are the primary useful areas all along this research process.
Critical Analysis
During the researching process, a suitable mixture of accountabilities and actual data is required that can be used to provide a reflective picture of the ongoing process which is being organized and operated. The fact that motivation and trust in a researching process are interrelated and this relativity is a major factor which can be used to figure out the ongoing functionalities for using technology as an important tool for managing educational requirements (Parsons 2016). The requirements are linked to produce substantial results in the whole research process and are also useful in guiding the process of incorporating digital learning ideologies for a wide number of audiences. The researcher has also used a perfect balance between information collection and its management as it is very crucial for research like this. Some of the targeted research objectives and informational base are also used to guide through this particular region is also used. This fragmented type of researching process is also fuelled by the informational base which has been developed through profound data collection from the users and providers of this technology-based education system (Zelezny-Green 2016).
The strategic importance of technology-based learning is largely organized and recognizable to their leaders in a variety of ways. It provides a substantial advantage to the ongoing process and ultimately organizes the relative ideologies which pursuit introduction of technology-driven education and learning system. The collected data also holds accountable for analysing the requirements of individual students as they are the one who gets to be impacted by this technology-driven learning process (Stahl et al. 2016). Apart from the ease in managing education requirements, the students also informed that these technology-driven learning approaches also help in extending the learning time which is linked to manage and facilitate growth. This provides a constructive ideology which can be used to provide substantial results all along with the provided segments and comply with the available options in terms of agreement and information management.
The change management plan is also assessed and organized to produce significant results in a longer perspective and thus the availability of technological implications are much more suitable for guiding progress in innovational teaching. The researcher has also provided a series of informational basics which is liable to produce significant responses in a much longer term of effective education stability. The information technology equipment, the transition of a much more suitable learning scenario and adaptability of latest versions of operational equipment are some of the most important aspects which holds the accountability to practice justified development and that too in a much more organized manner. Another major study carried out by Gallagher (2017), depicts that the usability index that is liable to produce a widespread advantage in managing and maintaining technology-driven learning process can be highly affected by the increased number of smart devices. These are the personal and portable devices which are required to be operated by a student in order to facilitate differential development work linked to this innovation-based learning process (Birt et al. 2018). This has also led to the enhancement in overall learning potential by incorporating social media informational base and development of concepts such as excellent learning and teaching. In addition to this, achieving digital technology-based education is also functional in order to maintain the e-learning perspective. Digital innovation and technological changes have guided the development probabilities with an increment in happiness, accessibility and effectiveness of educational programs which are associated with the provided curriculum (Cochrane et al. 2017). The researcher has also induced an overall operability index which is liable to produce substantial results all along with the provided scenario and in relativity to the accepted model of education. The overall usability of e-learning experiences has guided the education and learning structure to excel in its present state and also provide advantages to a larger number of beneficiaries by organizing digital campaigns (Sclater 2016). Providing superiority education facilities to each and every individual seeker is the main motive behind this all around development process which is being induced to accelerate the introduction of e-learning potential for the available students.
Conclusion
A major conclusion which can be derived from this assessment provides detailed information about different types of internet oriented and information technology enabled innovational ways of teaching and learning. The impacts which these smart learning initiatives have on the provided structure are liable to be introduced and explained all along with this assessment. The growing demand for researches on this particular section has led to the development of this assessment. Different phases of the researching process are evaluated and explained to construct a better working model for each of the accepted phenomenon. The organization of individual accountability which students and teachers have towards acceptance of this new and innovative usage of internet in learning perspective is highly evaluated all along with the selected forms of research.
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References
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