Cybergogy Paradigms for Technology-Infused Learning in Higher Education 4.0: A Critical Analysis from Global Perspective

Autor/inn/en	Asad, Muhammad Mujtaba; Malik, Aisha
Titel	Cybergogy Paradigms for Technology-Infused Learning in Higher Education 4.0: A Critical Analysis from Global Perspective
Quelle	In: Education & Training, 65 (2023) 6-7, S.871-890 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asad, Muhammad Mujtaba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-08-2022-0324
Schlagwörter	Technology Integration; Higher Education; Educational Technology; Electronic Learning; Cooperation; Educational Environment; Teaching Methods + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Co-operation; Kooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Purpose: Unprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs in Education 4.0 is the "Cybergogy" paradigm that particularly stimulates learning and builds competencies in a virtual environment for the new era. Toward that, the objective of this review paper is to explore how cyber-physical learning is being adopted within cybergogy paradigms with its current state-of-the-art, traits, design models, applications and difficulties in Higher Education Institutions (HEIs) around the globe. Design/methodology/approach: A narrative review of literature has been conducted in which major electronic bibliographic databases are targeted for study selection. Seven themes have emerged from the literature search that descript the resourcefulness, inventiveness and challenges of cyber-technology in transferring learning and interaction in and outside HEI boundary walls. Findings: Grounded on the findings, it is valuable to mention that cybergogy media facilitates an array of options for collaboration, information gathering, intellectual discussions, the convenience of access, etc. among higher education learners. Consisting of interconnected technology, distinctive intricate digital systems and physical elements working together, the trend has implementation efforts of a smart learning institution for providing engaged learning and advanced skills training. However, there are certain implementation risks and consequences that must be considered thoughtfully. Practical implications: This review can be used as an effective guide in designing cyber-technology-mediated teaching instruction and strategies for supporting collaborations and inventive learning in higher academia. Future researchers interested in exploring cyber-physical blends and media usage in education will also be facilitated with this review. Originality/value: This literature review is unique because it details significant practices of collaborative learning for the twenty-first century through cybergogy in Higher Education 4.0 that was not examined previously. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01