Since distance education has evolved over time and continues to evolve, and most recently been influenced and challenged by the COVID-19 pandemic, it is the position of the authors that the literature is not yet clear or definitive on what it can confidently state about what are tested best practices in distance education, especially when it comes to informal learning environments.
This report is a literature review of the history of distance education/distance learning. The scan covers the nearly 250 years of documented distance education programs and traces the changes in the technologies that supported the learning purpose.
This paper presents synthesized research on where XR is most effective within a museum setting and what impact XR might have on the visitor experience.
This working white paper begins the process of establishing a research agenda for how to use adult volunteers most effectively to engage K-12 students in STEM subjects. It does so by describing a comprehensive review of the literature, searching for articles and papers about programs designed to increase student interest, engagement, participation and academic achievement/attainment in STEM subjects.
Vossoughi and Bevan (2014) conducted a literature review of educational research on making and tinkering. They considered what was known about learning opportunities for young people afforded by high-quality tinkering and making experiences. Specifically they reviewed the historical roots of making, the emerging design principles that characterized tinkering and making programs, the pedagogical theories and practices that lead to supportive and collaborative learning environments, as well as the possibilities and tensions associated with equity-oriented teaching and learning.