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In collaborative eLearning the zone of proximal development merges with the creative flow, known as the Zone of Proximal Flow (ZPF), in which students are in a blissfully engaged state of creative fulfillment.
This special issue aims to explore the multifaceted realities, opportunities, and challenges that distance education brings to higher education in Latin America.
Authors are invited to submit articles that will offer a comprehensive, alphabetical exploration of key concepts in elearning.
K-12 learners are the least experienced with elearning. So communication is essential for them to create relationships with teachers and classmates.
As learners engage and remain within the ZPF we must support and enrich students' learning curves in self-organized and collaborative eLearning.
How to apply evidence-based principles of autonomy support in asynchronous online courses to motivate learners.
The LEM framework focuses on learner autonomy and instructor guidance and aids in tailoring courses to be learner-centered or teacher-centered.
The value of assignment feedback in enhancing student learning is significant, not just in rectifying conceptual misunderstandings but also in
When students lead class, the unique cultures, needs, and experiences of each student are integrated.
Online education's success hinges greatly on the implementation of a robust social presence, akin to a perfect "no skip" album, fostering an
Michael Allen, David Kelly, and Megan Torrance share their unique perspectives on LXD.
Online learning can greatly benefit learners with disabilities, provided that inclusive teaching practices and effective support systems are
Online education, while alleviating geographic constraints, amplifies the challenge of transactional distance, exacerbating isolation.
Assumptions are made around the digital literacy and digital capabilities of students in higher education. It is important that these assumptions are dismissed, digital literacy becomes a true consideration in curriculum design, and students are supported in their development rather than expected to develop the digital skills they need. Supporting students in their development of digital literacy through curriculum integration not only allows them to succeed in education, but also work toward obtaining the skills they need for their future career and joining a workforce in a digital society.
The rapid integration of artificial intelligence (AI) into various sectors has raised significant ethical concerns, particularly in academic writing. This article examines the impact of generative AI (GAI) tools, such as ChatGPT, on the academic writing process. While these tools offer the potential to enhance efficiency and creativity, they also present challenges related to authorship, plagiarism, and academic integrity. The article explores key concerns, including privacy, validity, and bias, associated with GAI tools. It further provides guidelines for the ethical use of AI in academic manuscripts, emphasizing the importance of transparency and the careful documentation of AI contributions.
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