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Towards flexible personalized learning and the future educational system in the fourth industrial revolution in the wake of Covid-19
Whalley, Brian France, Derek Park, Julian R. Mauchline, Alice Welsh, Katharine
Whalley, Brian
France, Derek
Park, Julian R.
Mauchline, Alice
Welsh, Katharine
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2021-02-25
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Abstract
The concept of the Fourth Industrial Revolution is examined and related to a ubiquitously connected and pervasively proximate (UCaPP) world, Volatility, Uncertainty, Complexity, Ambiguity (VUCA) as well as Barnett's concept of 'supercomplexity' in Higher Education and its response to Covid-19. Pedagogies need to be aligned with institutional and views about 'quality education' but with respect to the likely changes in the nature of undergraduate student intake in the formulation of a Future Educational System. Considerations include students from 'nontraditional' sources adapting to existing university structures and how
adaptive structures might accommodate these students on top of changes and disruptions resulting from Covid-19. We consider that mobile devices (phones and tablets) allow Personal Learning Environments (PLEs) to be developed in accordance with individual students' needs. PLEs allow ubiquitous, flexible educational structures to be developed to improve personalised and quality education. Educational policies should be associated with connectivist approaches involving active learning via broad curriculum development and the core values of 'hybrid-flexible' learning and appreciate the importance of individual student needs and capabilities, socio-economic as well as academic. We stress the importance of broadening access to higher education, in particular, those who have been 'neglected' by current procedures.
Citation
Whalley, B., France, D., Park, J., Mauchline, A., & Welsh, K. (2021). Towards flexible personalized learning and the future educational system in the fourth industrial revolution in the wake of Covid-19. Higher Education Pedagogies, 6(1), 79-99. https://doi.org/10.1080/23752696.2021.1883458
Publisher
Taylor & Francis
Journal
Higher Education Pedagogies
Research Unit
DOI
10.1080/23752696.2021.1883458
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Article
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This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Pedagogies on 25/02/2021, available online: https://doi.org/10.1080/23752696.2021.1883458
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EISSN
2375-2696