Abstract
The year 2020, due to the pandemic, was a milestone in the history of digital technology in the education sector, allowing a sustainable education although the world was facing a pandemic crisis without precedents. Therefore, in a few days occur a transformation from traditional classroom teaching to online teaching and consequently forced to use digital learning. Nevertheless, more researches are needed to know how was this experience and if there is the intention to maintain the online format. The main goal of this article is to study how digital learning can be an educational format focused on sustainable education. This paper presents a systematic literature review on digital learning through PRISMA methodology, based on a literature search and field research aimed to analyze the significant predictors related to the digital learning experience on the likelihood of choosing to “keep” the online format in the next academic year. An online survey was conducted with 173 university students. The results obtained showed that the significant predictors were factor 1-”Characteristics of online classes; factor 2-”Support from the School and Professors; factor 3-”Online classes vs. face-to-face classes” and gender. The probability of choosing to keep online classes increases exponentially with the characteristics of online classes, with Support from school and teachers; Online classes vs. Face-to-face classes, and keeping factors 1, 2, and 3 constant the probability if a man chooses the online format compared to a woman is higher. This online format thus acquires central importance in the contemporary sustainability debate. The kind of life, education, and society we will have in the future will depend on the quality, depth, and extent of the learning processes we can create and exercise individually and socially. Education, and educators in particular, who concentrate on the tasks of designing and implementing social teaching and learning models, have a unique responsibility in this process. Although the reduced sample size the present work can provide strategic information for university staff, contributing to designing and implementation a sustainable education.
Highlights
Sustainability 2022, 14, 1140 experience, pandemic-related anxiety or stress, time management, and technophobia were identified as the main challenges of online education [4]. In this context the goal of this article is to study how digital learning can be an educational format focused on sustainable education, being the research questions: Rq1: Which were the main experiences of digital learning during the period of the COVID-19 lockdown? Rq2: Is it sustainable to maintain the online format in the academic year?
The analysis shows 7 clusters grouping the keywords as follows: the blue cluster is regarding the types of learning processes (Figure 2); the green cluster is focused on the teaching and learning strategies; the orange cluster is focused on the education and learning processes; the red cluster is focused in digital transformation in higher education; the yellow cluster is focused on the innovation in education, and the light blue cluster is focused on introducing gamification in the learning process
The analysis shows 7 clusters grouping the keywords as follows: the blue cluster i regarding the types of learning processes (Figure 2); the green cluster is focused on th teaching and learning strategies; the orange cluster is focused on the education an learning processes; the red cluster is focused in digital transformation in higher education
Summary
Due to the COVID-19 pandemic, Universities were forced to fast transition from traditional classroom teaching to online learning. The development of new online teaching formats is challenging, time-consuming, and demands the availability of a proper IT infrastructure. Students and faculty members should be offered learning opportunities for the acquisition of digital skills The main benefit of online learning identified was the flexibility of platforms and the main barriers were family-study balance and difficulties with internet connectivity [1]. Communication interactions, student assessment, use of technology tools, online
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