You are here:

“E” for Engaged: Energizing Student Engagement and Creativity with E-Learning Platforms
PROCEEDING

, University Autonomous of Chihuahua, Mexico ; , The University of Texas at El Paso, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper discusses challenges that arise when attempting to achieve student engagement and creativity using e-learning platforms. Within this context, different methods and tools for helping the teacher to better disseminate the information to be learned in digital formats that are attractive and stimulating to students are presented and critiqued. The discussion concludes with an examination of how teachers might use e-learning platforms to facilitate engaging, interesting content in different digital formats so as to raise academic performance, creativity and other learning outcomes. Furthermore, the new roles that teachers and students should adopt to facilitate the development of empowering educational experiences, implemented through e-learning platforms, are explored as well.

Citation

Villegas-Muro, A. & Tillman, D.A. (2018). “E” for Engaged: Energizing Student Engagement and Creativity with E-Learning Platforms. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1083-1088). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 20, 2019 from .

View References & Citations Map

References

  1. Adell Segura, J., & Castañeda Quintero, L. (2010). Los entornos personales de aprendizaje (PLE’s): Una nueva manera de entender el aprendizaje. En Roig Vil, R., & Fiorucci, M. (Eds.), Claves para la investigación en innovación y calidad educativas. Integración de las tecnologías de la información y la comunicación y la interculturalidad en las aulas. Roma.
  2. Ipek, I., & Ziadtdinov, R. (2017). New approaches and emerging trends in educational technology for learning and teaching in academia and industry. European Journal of Contemporary Education, 6(3), 381-389.
  3. Jarvis, M. (2015). Brilliant ideas for using ICT in the classroom: A very practical guide for teachers and lecturers. Routledge, United States. Llorente, M.C., (2006). El tutor en E-Learning: aspectos a tener en cuenta, Edutec, Revista electrónica de tecnología educativa, 20, 1-16.
  4. Magaña, S., & Marzano, R.J. (2011). Enhancing the art and science of teaching with technology. The Classroom Strategies Series. United States.
  5. Milton, R., Hays, D., Pribesh, S., & Wood, C. (2016). Educational technology and distance supervision in counselor education, American Counseling Association, (56), 33-49.
  6. Mohd, H. (2018) Designing infographics for educational technology course: perspectives of pre-service science teachers. Journal of Baltic Science Education 1(17), 8-18.
  7. Vázquez-Cano, E. (2015). El reto de la formación docente para el uso de dispositivos digitales móviles en la educación superior. Perspectiva Educacional, Formación para Profesores, 1(54), 149-162.
  8. Zhang, D., Zhao, J., Zhou, L., & Nunamaker, J. (2004). Can e-learning replace classroom learning? Communications of the ACM, 5(47), 74-79.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

Slides