Themes emerging from the articles
| No. | Authors | Themes in the main figures/findings of the papers |
|---|---|---|
| 1 | Campana and Agarwal | Active learning strategies, mediated by no-tech, low-tech or high-tech, can lead to learning environments that are learner-centered, knowledge-centered, assessment-centered, and community-centered |
| 2 | Tsortanidou, Daradoumis and Barberá Gregori | Incorporating imagination through imaginative teaching and low-tech prototyping methods is crucial for bridging creativity with computational thinking and new media literacy skills in low-tech, information-rich learning environments |
| 3 | Haruna, Zainuddin, Mellecker, Chu and Hu | Using a digital gamified learning platform in a limited resource environment such as Sub-Saharan Africa can engage students in a more effective manner and support increased sexual health learning |
| 4 | Kumar | The introduction of MOOCs into veterinary science education can expand opportunities for education and professional development to a wider variety of students. However, to retain and truly engage students, effective active learning and instructional strategies need to be incorporated into the MOOC course design |
| 5 | Alphonce and Mwantimwa | Some access to technological infrastructure and resources is important to allow students to access and learn from the broad scope of information that can be found in electronic resources |
| 6 | Vasilyeva and Vasilyeva | The true impact for student learning and engagement lies in the teaching techniques and is less reliant on whether it is a high-tech or low-tech environment |
| 7 | Zainuddin, Shujahat, Chu, Haruna and Farida | Pairing gamification strategies with a flipped classroom model can be effective in supporting twenty-first century learning skills in low-tech environments where the implementation is not bound by advanced technological resources and infrastructure |
| No. | Authors | Themes in the main figures/findings of the papers |
|---|---|---|
| 1 | Campana and Agarwal | Active learning strategies, mediated by no-tech, low-tech or high-tech, can lead to learning environments that are learner-centered, knowledge-centered, assessment-centered, and community-centered |
| 2 | Tsortanidou, Daradoumis and Barberá Gregori | Incorporating imagination through imaginative teaching and low-tech prototyping methods is crucial for bridging creativity with computational thinking and new media literacy skills in low-tech, information-rich learning environments |
| 3 | Haruna, Zainuddin, Mellecker, Chu and Hu | Using a digital gamified learning platform in a limited resource environment such as Sub-Saharan Africa can engage students in a more effective manner and support increased sexual health learning |
| 4 | Kumar | The introduction of MOOCs into veterinary science education can expand opportunities for education and professional development to a wider variety of students. However, to retain and truly engage students, effective active learning and instructional strategies need to be incorporated into the MOOC course design |
| 5 | Alphonce and Mwantimwa | Some access to technological infrastructure and resources is important to allow students to access and learn from the broad scope of information that can be found in electronic resources |
| 6 | Vasilyeva and Vasilyeva | The true impact for student learning and engagement lies in the teaching techniques and is less reliant on whether it is a high-tech or low-tech environment |
| 7 | Zainuddin, Shujahat, Chu, Haruna and Farida | Pairing gamification strategies with a flipped classroom model can be effective in supporting twenty-first century learning skills in low-tech environments where the implementation is not bound by advanced technological resources and infrastructure |
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