What is it about?
COVID-19 lockdowns led to a big increase in e-learning and a rise in 'smart classrooms', which make more use of technology and internet connectivity. In this project, scientists looked at the effect of these systems on education 'before and after' the pandemic. They focused on a particular system called Education 4.0. They asked 315 students, from 125 schools and 190 institutions in India and the Middle East, about their experiences with e-learning tools. Over half the students said their experience was 'good' (44%) or 'very good' (11%), and 44% said Education 4.0 had improved their learning experience. Students were also asked about 'Web 3.0', a more interactive, student-led approach to learning, where students research topics for themselves, and use tools such as voice recognition and text-to-speech. Only 26% of students thought Web 3.0 tools had improved their learning experience. A majority (59%) said that Web 3.0 tools were of no educational use.
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Why is it important?
Several technological advancements, such as the ‘internet of things’, which allows intelligent communication through the internet, are now providing smarter services that make life easier. Meanwhile 5G networks and artificial intelligence tools are making global learning modules more accessible. Voice and text-to-speech recognition pro-grammes have revolutionized lives, particularly for children with special needs. These tools could potentially improve learning quality while also assisting learners and educators in dealing with newly evolving educational styles. Despite all these potential benefits, such tools are still not that commonly used. KEY TAKEAWAY: Students and educators should be encouraged and taught how to properly use digital tools like Education 4.0 and Web 3.0 applications. Monitored use of smart tools could improve learning experiences, especially in a remote setting.
Read the Original
This page is a summary of: Education 4.0 and Web 3.0 Applications in Enhancing Learning Management System: Post-Lockdown Analysis in COVID-19 Pandemic, November 2021, De Gruyter,
DOI: 10.1515/9783110722789-006.
You can read the full text:
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