Due to the features of immersive learning and without the restrictions of time and place, virtual reality (VR) is commonly used in learning areas. For investigating functional design in the VR learning environment, previous literature proposed a series of theoretical models and strategies without considering the key factors for their development.…

To support digital literacies in schools, fundamental reorientation and rethinking is required to develop 'appropriate' pedagogical practices which are aligned with (and extend) the current curriculum. To achieve this, new flexible frameworks and tools are needed to support educators to work creatively and productively within the current…

Self-directed learning (SDL) is acknowledged as an effective language learning paradigm because learning a language is time-consuming. As language and literacy education is now embracing a more multimodal approach in writing instruction, teachers' multimodal technological, pedagogical, and content knowledge (TPACK) receives growing attention in…

The objectives of the study were 1) Synthesize the conceptual framework of blended instruction on the cloud via an interactive augmented reality technology model to enhance digital literacy, 2) Design the blended instruction on the cloud via an interactive augmented reality technology model, 3) Develop the blended instruction on the cloud via an…

The effective application of spherical video-based virtual reality (SVVR) in writing education depends on teachers' lesson design, which is deeply influenced by their technological pedagogical and content knowledge (TPACK). However, how teaching conceptions, as the fundamental viewpoint that influences teachers' teaching focuses, shape their TPACK…

Recently, GeoGebra, a mathematics education software, has entered the scene of physics education; however, research on how the software can be used to support teaching and learning physics is limited and scattered. The aim of this article is to present a review of the current literature on how GeoGebra can be used to support physics education in…

This study aimed to foster development of the 21st-century five core competencies, including Creativity and innovation, Critical thinking and problem solving, Communication, Collaboration, and Computer-information literacy using Student-Centered Active Learning in an instructional design in which student groups created their own virtual reality…

COVID-19 disrupted face-to-face instruction across university campuses world-wide. As universities struggled, instructional design teams stepped in to assist. At one southeastern university in the US, an instructional design team, with support from instructional systems analysts, responded by creating online instruction for faculty and…

Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most recent TPACK studies address assessment of teacher TPACK by quantitative self-reporting surveys. Such an approach provides little guidance for teachers in how to develop…

On its website, APVEA reminds us that "virtual exchanges are technology-enabled, sustained, people-to-people education programs". This chapter addresses the question of what we exchange when we engage in virtual exchange by exploring the meaning and value of virtual exchange as intercultural dialogue, and by considering the impact of the…

This study examines the use of a virtual internship (an epistemic game) for developing preservice teachers' technological pedagogical content knowledge (TPACK). TPACK aims to capture the essential qualities of teacher knowledge that are needed for integrating technology into teaching. Virtual internships are computer-based professional practicum…

In the 21st century, the competence of instructional technological design is important for pre-service physics teachers. This case study described the pre-service physics teachers' design of optical spreadsheet simulation and evaluated teaching and learning the task in the classroom. The case study chose three of thirty pre-service teacher's…

This study aimed to develop, validate, and trial a rubric for evaluating the cloud-based learning designs (CBLD) that were developed by teachers using virtual learning environments. The rubric was developed using the technological pedagogical content knowledge (TPACK) framework, with rubric development including content and expert validation of…

Existing guidelines, standards, and frameworks for addressing quality of online courses often highlight the importance of setting up effective systems to support faculty in overcoming the emerging challenges they face in design and delivery of these courses. However, not much information is available in literature on the means of tackling these…

For 17 years, the New Media Consortium convened panels of experts from higher education and posed three key questions for them to discuss: (1) What is on the five-year horizon for higher education institutions?; (2) Which trends and technology developments will drive educational change?; and (3) What are the critical challenges and how can we…