Editorial: A complexified digital plenitude

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The digitization of the higher education process in the COVID-19 pandemic (new normal) has created a new technological wave. The COVID-19 pandemic (new normal) presents a great opportunity for higher education institutions (HEIs) to be digital and technologically innovative in their teaching and learning process through digitization. The process of digital transformation of the education system began long ago, but has been accelerated by the new normal created by the COVID-19 pandemic. Digital transformation in higher education institutions (HEIs) has become more intentional, in-demand, and purpose-driven. The COVID-19 pandemic revolutionized the higher education system and other areas of life. This paper examines the aspects of digitization of the higher education process in the new normal created by the COVID-19 pandemic era. This study presents a rapid review of the literature on the research topic. The changes brought about by the COVID-19 pandemic represent what is called the new normal (normality). The study found that the digitization of the higher education process brought accelerated, improved, consolidated, accepted, recognized, and accessible learning. Many digitalization tools such as social media, augmented reality, machine learning, and other emerging technologies are used to accelerate the higher education process during the COVID-19 pandemic (new normal).
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Rapid review of the COVID-19 pandemic’s impact on the digitalization of higher education

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The study aims to investigate the reform and innovation of teaching methodology for digital cinema and television animation majors. The rapid growth of the animation industry and the need for skilled professionals, along with the drawbacks of traditional teaching methods, emphasize the need for reform in the way animation majors are taught. This text then provides a detailed explanation of the basic principles, characteristics, and prospective benefits of the university-industry cooperation model of talent cultivation in the education of animation majors. The discussion on the education of animation students centers on the improvement of teaching materials and methods through the university-industry cooperation talent cultivation model. Emphasis is placed on developing students’ practical skills. Through the analysis and evaluation of innovation strategies, recommendations for improvement and optimization are proposed. The results of the study show that the application of the university-industry cooperation talent cultivation mode in the teaching of animation majors is of great significance and promise. This approach can effectively develop students’ comprehensive abilities and practical skills. This study serves as a valuable resource for animation teachers, encourages improvement and creativity in teaching animation students, and provides insights into potential future research areas.
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A New Path to Cultivate Talents: Innovative Teaching Methods for Digital Film, Television and Animation Majors in Chinese Universities

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Given the importance of teachers’ views and perspectives in promoting media literacy among students and children, this study examines the perspectives of kindergarten teachers in Austria on media education. Data was collected through an online survey of kindergarten teachers who participated in a training. The results show that common approaches to media literacy among kindergarten teachers are protectionist and technical approaches. Critical and reflective approaches to media were rarely mentioned by kindergarten teachers.
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Kindergarten teachers’ perspectives on media education in Austria

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Immersive Virtual Reality (I-VR) is becoming increasingly prevalent in today’s society and is a technology that is being used more and more in educational contexts and whose potential for learning has been widely discussed. Taking into account the latest research in neuroscience, we want to explore the potential of using immersive virtual environments to facilitate deep learning in educational contexts that invoke the value of experience, imitation and repetition. Neurodidactics seems to offer the most interesting insights into how participation in a virtual reality session can positively affect learning processes: this suggests that it is worth focusing on the learning processes that can be generated by this emerging technology. The paper concludes with some practical suggestions for design, addressing both the didactic experience and the learning objects.
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Neuroeducation meets virtual reality: theoretical analysis and implications for didactic design

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Artificial intelligence (AI) and machine learning have become increasingly important in modern society and are poised to play an increasingly prominent role in education. This paper seeks to provide a theoretical framework for interrogating the integration of AI in education spaces. The paper argues that the eventual response of educators to recent developments in artificial intelligence is eerily like the earlier cycles of integrating ICT in education and, decades earlier, calculators into mathematics instruction. Premised on the argument that there are similarities between the calculator revolution in mathematics education and the ICT revolution in education several decades ago and the current ongoing developments in artificial intelligence, this paper offers a theoretical lens. The theoretical lens is composed of the Technology-Organization-Environment (TOE) framework, Technology Acceptance Model, Technological Pedagogical Content Knowledge, Socio-technical system theory, and Diffusion of Innovation theory. The paper concludes that despite spatial differences between the ICT revolution and the artificial intelligence revolution, there are shared similarities warranting adoption of a similar theoretical lens. Furthermore, factors that were considered pivotal in the integration of ICT are still relevant to the revolution of artificial intelligence.
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A Theoretical Framework for Interrogating the Integration of Artificial Intelligence in Education

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This comparative research aims to investigate 6- to 10-year-old students’ access to information and communication technologies (ICTs), their purposes of using these technologies, and their place in distance education in Turkey. To achieve this aim, the level of students’ access to ICT was determined from an interregional and between-countries perspective by reviewing the relevant literature. The document analysis method was used to analyze the contents of the materials in the corpus. Besides, the research study was built on the statistical data published by the OECD, the Turkish Statistical Institute, and the Ministry of National Education, published official documents, news, and other literature materials related to the subject. In the 2019–2020 academic year, 7,383,213 students at public schools of the Ministry of National Education actively used the Education and Informatics Network (EBA) system. Given 5,328,391 students in primary schools only, around 3.6 million students did not have regular access to the EBA system. All the tiers considered, a total of 11 million students could not access the EBA system. To enable the wider student masses to actively use distance education platforms, the online learning environments must be accessible to everyone and usable without any problems.
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Access of primary school students to information and communication technologies in Turkey

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This study sought to investigate pre-service science teachers’ opinions about using virtual laboratories and virtual laboratories for biology. The study group of the research consisted of four pre-service science teachers (two girls and two boys) who had virtual laboratory experience by taking at least one of the courses related to technology integration at a state university located in the Central Anatolia region in Türkiye. The research used a semi-structured interview form with open-ended questions, a common data collection method in qualitative research. The data were examined using the content analysis method. The usage of virtual laboratories in science lectures in terms of the teacher, student, and educational processes was mentioned by pre-service science teachers. Pre-service teachers claim that virtual laboratories help students gain experience and strengthen their critical thinking and research skills. According to pre-service teachers, biology, cells, and the study of onion skin and bacteria are only a few examples of virtual laboratory applications that can be used in science teaching. They emphasized that it included biology-related themes, offered opportunities for lab work, dispelled misconceptions, and allowed students to use a microscope.
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Pre-service science teacher’s opinions on virtual labs and their use in biology

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Today’s schools must respond to the evolving needs of students by adopting new pedagogical models and didactic devices. Information and communication technologies can be useful resources to focus on the learning of each individual student as a dynamic and relational process. Collaborative writing apps facilitate democratic and shared construction of knowledge through ICT (Van Leeuwen, Janssen, 2019). This approach fosters the transformation of knowledge through a trialogical approach to learning (Cesareni et al., 2018). This article analyzes the responses of a collaborative writing experience with apps in a school. The aim of this contribution is to highlight the most effective technology-mediated collaborative writing interventions that have been implemented during the Covid-19 pandemic. The focus is on their educational potential in terms of both cognitive and non-cognitive skills.
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The educational potential of collaborative writing mediated by digital technology in times of pandemic: a scoping review

AHEAD OF PRINT

Volume 16 (2024): Issue 1 (June 2024)

Volume 15 (2023): Issue 2 (December 2023)

Volume 15 (2023): Issue 1 (June 2023)

Volume 14 (2022): Issue 2 (December 2022)

Volume 14 (2022): Issue 1 (June 2022)

Volume 13 (2021): Issue 2 (December 2021)

Volume 13 (2021): Issue 1 (June 2021)

Volume 12 (2020): Issue 2 (December 2020)

Volume 12 (2020): Issue 1 (June 2020)

Volume 11 (2019): Issue 2 (December 2019)

Volume 11 (2019): Issue 1 (June 2019)

Volume 10 (2018): Issue 2 (December 2018)

Volume 10 (2018): Issue 1 (June 2018)

Volume 9 (2017): Issue 2 (December 2017)

Volume 9 (2017): Issue 1 (June 2017)

Volume 8 (2016): Issue 2 (December 2016)

Volume 8 (2016): Issue 1 (June 2016)

Volume 7 (2015): Issue 2 (December 2015)

Research on Education and Media

 REM - Research on Education and Media is devoted to research on Education and Media in the broadest sense: Media Education, e-Learning, Education Technology, Teaching and Learning with Technologies, Digital Citizenship, Youth Media Consumption. The journal serves the interest of researchers, educators and teachers, and publishes original research works, case studies, systematic reviews, along with editorials and brief reports, covering recent developments in the field. Issues on Education and Media are discussed with the aim to encourage debate and stimulate new research.  Rejection Rate   10%   Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 