| Autor: |
Velinov, Emil, Sanchez-Garcia, Javier, Daderska, Renata Ochoa, Siguencia, Luis Ochoa, Akarcay, Yeliz Nur |
| Předmět: |
|
| Zdroj: |
SWS International Scientific Conference on Social Sciences; 2021, p647-653, 7p |
| Abstrakt: |
Digital technology development has been emerging in the last couple of years. Moreover, the pandemic period has accelerated the implementation of various video conferencing systems. Nowadays, virtual collaboration became imperial not only in the secondary, but in the higher education as well. Wide variety of digital platforms have become common practice in adult education regardless the age category of learners and educators. Furthermore, the digital disruption radically has changed how the educators and learners perceive the entire process of education. The digital technology considerably has affected the relationship between education providers and learners on the other side due to the different way of teaching and learning process in comparison to the pre-COVID era. Technological advancements have changed the relationship between learners and educators. Also, it helped the education to become more accessible. This is especially true after the disruption of COVID-19 and the global switch to online learning. Paper findings show that digital skills vary a lot among the selected EU and non-EU countries as the dynamics of digital skills and social inclusion are constantly changing with fast pace. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
