DEVELOPING INTERDISCIPLINARY COMPETENCIES IN ONLINE LEARNING ECOSYSTEMS: ANALYSIS OF NEXT-GENERATION VIRTUAL DIDACTIC MODELS
Keywords:
Online learning, interdisciplinary competencies, virtual didactic models, digital pedagogy, cross-disciplinary education, e-learning ecosystems.Abstract
The rapid expansion of online education has transformed traditional learning paradigms, necessitating the development of interdisciplinary competencies. This study examines next-generation virtual didactic models that facilitate the integration of multiple disciplines within online learning ecosystems. By analyzing contemporary digital tools, pedagogical frameworks, and collaborative learning environments, the research identifies effective strategies for fostering cross-disciplinary skills, enhancing learner engagement, and promoting adaptive knowledge acquisition. The findings underscore the potential of virtual models to bridge theoretical knowledge with practical application, preparing students for complex real-world challenges.
Downloads
References
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80–97.
Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.
Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, CA: Jossey-Bass.
Johnson, L., Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, TX: The New Media Consortium.
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.
Zhao, Y., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115–138.
