Keywords
How to Cite
Abstract
The article delves into contemporary e-learning trends within the higher education landscape of Germany and Austria. It scrutinizes the adoption of electronic tools such as AI-driven online courses, virtual and augmented reality, and microlearning. These digital technologies are strategically employed in universities and polytechnic institutes to enhance educational quality and broaden knowledge accessibility. Particularly, the utilization of virtual and augmented reality technologies is prevalent, offering students immersive experiences with real-world scenarios and 3D models, thereby enhancing comprehension of intricate concepts. A pivotal aspect of e-learning implementation is the ability to tailor learning pathways to individual needs. E-learning transcends traditional educational paradigms, enabling students to pursue higher education from any location worldwide, catering to the needs of those studying abroad or concurrently working. Adaptive learning systems, underpinned by AI, facilitate the creation of personalized learning schemes, accommodating diverse learning styles and paces. The authors underscore the significance of these trends in augmenting education's accessibility and efficacy. The integration of contemporary technologies into the educational milieu is imperative for enhancing educational quality and broadening learning horizons within the modern educational landscape. Current trends underscore the evolution of e-learning towards greater flexibility, personalization, engagement, and interactivity, thereby democratizing access to education across diverse demographics and offering enhanced educational outcomes in the digital era. Incorporating modern technologies into educational practices emerges as a requisite element of contemporary education, presenting novel opportunities for students and educational institutions to advance and refine the educational experience.
References
Akimova, O. V., Dudikova, L., Kolomiets, A. M., & Ostraus, Y. M. (2020). FORMATION OF THE COGNITIVE COMPONENT OF MEDICAL STUDENTS’ PROFESSIONAL-COMMUNICATIVE CULTURE BY MEANS OF AN INFORMATIONAL-EDUCATIONAL BLOG. Information Technologies and Learning Tools, 75(1), 90–107. https://doi.org/10.33407/itlt.v75i1.3071
Akimova, O., Sapogov, M., & Hapchuk, Y. (2023). Modern Approaches to the Study and Use of SMART-Technology in the Preparation of Masters. Naukovì Zapiski Vìnnicʹkogo Deržavnogo Pedagogìčnogo Unìversitetu Ìmenì Mihajla Kocûbinsʹkogo, 123(75), 14–19. https://doi.org/10.31652/2415-7872-2023-75-14-19
Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. M. (2023). Analyzing augmented reality (AR) and virtual reality (VR) recent development in education. Social Sciences & Humanities Open, 8(1), 100532. https://doi.org/10.1016/j.ssaho.2023.100532
Al-Rahmi, W. M., Aldraiweesh, A., Yahaya, N., Kamin, Y., & Zeki, A. M. (2019). Massive Open Online Courses (MOOCs): Data on higher education. Data in Brief, 22, 118–125. https://doi.org/10.1016/j.dib.2018.11.139
Chiu, T. K. F. (2024). Future research recommendations for transforming higher education with generative AI. Computers and Education: Artificial Intelligence, 6, 100197. https://doi.org/10.1016/j.caeai.2023.100197
Dmitrenko, N., Voloshyna, O., Kizim, S., Mnyshenko, K., & Nahorniak, S. (2023). Smart education in the prospective teachers’ training. CTE Workshop Proceedings, 10, 414–429. https://doi.org/10.55056/cte.568
Edmunds, J., Gicheva, D., Thrift, B., & Hull, M. C. (2021). High tech, high touch: The impact of an online course intervention on academic performance and persistence in higher education. The Internet and Higher Education, 49, 100790. https://doi.org/10.1016/j.iheduc.2020.100790
Eswaran, M., & Bahubalendruni, M. V. a. R. (2022). Challenges and opportunities on AR/VR technologies for manufacturing systems in the context of industry 4.0: A state of the art review. Journal of Manufacturing Systems, 65, 260–278. https://doi.org/10.1016/j.jmsy.2022.09.016
Gandedkar, N. H., Wong, M., & Darendeliler, M. A. (2021). Role of virtual reality (VR), augmented reality (AR) and artificial intelligence (AI) in tertiary education and research of orthodontics: An insight. Seminars in Orthodontics, 27(2), 69–77. https://doi.org/10.1053/j.sodo.2021.05.003
Gill, S. S., Xu, M., Patros, P., Wu, H., Kaur, R., Kaur, K., Fuller, S., Singh, M., Arora, P., Parlikad, A. K., Stankovski, V., Abraham, A., Ghosh, S. K., Lutfiyya, H., Kanhere, S. S., Bahsoon, R., Rana, O., Dustdar, S., Sakellariou, R., . . . Buyya, R. (2024). Transformative effects of ChatGPT on modern education: Emerging Era of AI Chatbots. Internet of Things and Cyber-Physical Systems, 4, 19–23. https://doi.org/10.1016/j.iotcps.2023.06.002
Gołąb-Andrzejak, E. (2022). Enhancing Customer Engagement in Social Media with AI – a Higher Education case study. Procedia Computer Science, 207, 3028–3037. https://doi.org/10.1016/j.procs.2022.09.361
Hardt, D., Nagler, M., & Rincke, J. (2023). Tutoring in (online) higher education: Experimental evidence. Economics of Education Review, 92, 102350. https://doi.org/10.1016/j.econedurev.2022.102350
Ihnatova, O., Lazarenko, N., Zhovnych, O., Melnyk, K., & Hapchuk, Y. (2021). Positive aspects and difficulties of teaching foreign languages in the blended learning course during COVID-19 pandemic. Laplage Em Revista, 7(3A), 538–547. https://doi.org/10.24115/s2446-6220202173a1454p.538-547
Ihnatova, O., Poseletska, K., Matiiuk, D., Hapchuk, Y., & Borovska, O. (2021). application of digital technologies in teaching a foreign language in a blended learning environment. Linguistics and Culture Review, 5(S4), 114–127. https://doi.org/10.21744/lingcure.v5ns4.1571
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers & Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041
Oberer, B., & Erkollar, A. (2013). Mobile learning in Higher Education: A marketing course design project in Austria. Procedia – Social and Behavioral Sciences, 93, 2125–2129. https://doi.org/10.1016/j.sbspro.2013.10.177
Pölzl‐Stefanec, E., & Geißler, C. (2022). “Micro-steps” on the route to successful online professional development for Austrian Early Childhood Educators. International Journal of Educational Research, 115, 102042. https://doi.org/10.1016/j.ijer.2022.102042
Shal, T., Ghamrawi, N., & Naccache, H. (2024). Leadership styles and AI acceptance in academic libraries in higher education. The Journal of Academic Librarianship, 50(2), 102849. https://doi.org/10.1016/j.acalib.2024.102849
Slushnyi, O., Khamska, N., Akimova, O., Kolomiiets, A., & Gromov, I. (2020). EDUCATIONAL PROJECT «PEDAGOGICAL INSIGHT» AS a TECHNOLOGY OF THE FUTURE TEACHERS’ PERSONAL PROFESSIONAL FORMATION. Sabiedrība, Integrācija, Izglītība, 4, 635. https://doi.org/10.17770/sie2020vol4.4898
Southworth, J., Migliaccio, K. W., Glover, J., Glover, J., Reed, D., McCarty, C., Brendemuhl, J. H., & Thomas, A. M. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers & Education: Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2023 Nataliia Lazarenko, Yana Hapchuk