Abstract
Active learning is a learner-centric instructional method that uses discussion, role play, collaborative problem-solving based approaches to engage students with the course materials. However, due to the pandemic, active learning activities take place over multiple learner-centric technologies, as classroom-centered activity design is no longer possible. This study explored the success stories of active learning in disadvantageous educational contexts, particularly in Arab regions. After examining the theory, models, various learner-centric technologies of pre-pandemic active learning de-signs, this study proposes 25 emerging technologies to support active learn-ing 19 active learning strategies in terms of activity design in new education normal. The three-fold findings are related to designing active learning activities in new education normal, enhancing less practiced active learning strategies, and bridging the gaps in pre-and post-pandemic active learning activity design using learner-centric technologies.
Highlights
We explored three critical aspects of higher education, namely, how active learning pedagogies have been affected by new education normal, the success stories of technology-supported active learning practices in the disadvantageous educational contexts, in Arab regions, and a way to connect impactful technologies with active learning strategies, even under- and post-pandemic education
Concerning RQ2: In during and post-pandemic education, active learning will help to a certain extent with the acquisition of learning outcomes related to skills belonging to university undergraduate academic abilities [4]
It is suggested that more research need to be conducted to develop a suitable technological framework for enhancing less practiced active learning strategies such as pause for reflection and role-playing [4]
Summary
1.1 New education normalThe term new normal is used to describe the havoc everywhere and poses new challenges in the education system. Since the covid crisis struck and campus institutions were forced to close, students continued their education using interactive digital platforms like GoogleMeet, Cisco WebEx, Zoom, and skype [1]. Commonwealth reported "no significant difference in outcomes between distance and traditional classroom instruction, yet there is a lingering perception, especially in the developing world, that distance education is not as effective as class-based education" [2]. It has been extremely challenging for educators to assess how active students are in the classroom while attending classes remotely
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
