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GetInformation clear OpenAccessEntry DeepMeaningfulLearning by StylianosMystakidis1,2 1 SchoolofNaturalSciences,UniversityofPatras,26504Rio,Greece 2 SchoolofHumanities,HellenicOpenUniversity,26335Patras,Greece AcademicEditors:Chia-LinChang,MichaelMcAleerandPhilipHansFranses Encyclopedia2021,1(3),988-997;https://doi.org/10.3390/encyclopedia1030075 Received:16August2021 / Revised:10September2021 / Accepted:16September2021 / Published:18September2021 (ThisarticlebelongstotheCollectionEncyclopediaofSocialSciences) DownloadPDF CitationExport BibTeX EndNote RIS CiteThisPaper Definition Deepmeaningfullearningisthehigher-orderthinkinganddevelopmentthroughmanifoldactiveintellectualengagementaimingatmeaningconstructionthroughpatternrecognitionandconceptassociation.Itincludesinquiry,criticalthinking,creativethinking,problem-solving,andmetacognitiveskills.Itisatheorywithalongacademicrecordthatcanaccommodatethedemandforexcellenceinteachingandlearningatalllevelsofeducation.Itsachievementisverifiedthroughknowledgeapplicationinauthenticcontexts. Keywords: pedagogy;instructionaldesign;teaching;deeplearning;meaningfullearning;significantlearning;deeperlearning pedagogy;instructionaldesign;teaching;deeplearning;meaningfullearning;significantlearning;deeperlearning 1.IntroductionEquitablequalityeducationandlife-long learningopportunitiesforallisoneoftheUnitedNation’sseventeenglobal goalsforsustainabledevelopment[1].These goalscompriseacompassforallcountriesandcitizensforpeaceful,globaldevelopment andtransformationby2030.Qualityhighereducationprovidesgraduateswitha robustcombinationofdurablecompetencies,theoreticalknowledgeand proceduralskills[2].Life-longlearningis ofgrowingimportanceforthereskillingandupskillingoftheworkforceinthe eraofthefourthindustrialrevolution[3].InthecontextoftheCOVID-19pandemicandtheimposedsocialdistancingmeasures, thereisalsoanacuteneedtoimprovethequalityofdistanceeducationbytransformingemergencyremoteteachingintodeeponlinee-learning[4].2.ModelandInfluences2.1.DeepLearningDeeplearningoriginatesfromtheresearch onthementalprocessingstrategiesbyMartonandSäljöinSweden[5].Inaseriesofexperiments,theyexamined students’approachestolearningwhenpromptedtoreplytocomprehensionquestions afterreadingatext.Theydiscoveredtwodistinctbehaviors;somestudents strivedtostoreisolatedfactswithoutanyreflection(surfaceapproach). Othersprocessedthemcriticallyandattemptedtoconnectthenewinformationwith existingknowledge(deepapproach).Astudent,employingdeeplearningapproaches directsherownlearning,attemptstocomprehendthelearningcontentandprocedure, andmodifyaccordinglyhis/herbeliefs,behaviorandvalues[5].Ontheoppositeendofthespectrum,alearner withasurfaceapproachisratherapathetictowardsthestudieddomain,driven byexampressureorstressandhenceoptstorotefactsmemorization.Beyond thesetwoorientations,thereisevidenceofanother,supersedingpragmaticdimension towardsshort-termperformancedictatedbycourseassessmentrequirements, namelyastrategicapproachtolearning[6].Thedifferencesbetweenadeepanda surfaceapproachtolearningareillustratedinthefollowingexample:Johnand Melissaattendtheobligatory,corecourseonfluidmechanicstowardsadegree ofMechanicalEngineering.Johnhasastronginterestinindustrialengineering anddoesnotseehowthiscoursecanbeofanyusetohimintheshortorlong run.Therefore,heskipsorisratherinattentiveinclassesandstudy.He intendstoperformthebareminimumpossibletogetapassablegradeinthe finalexam.Melissaisfascinatedbythecourse’slinkstopreviouscourseson mathematicsaswellasfutureapplicationsinvariousfields.Shetakesnotes duringlectures,asksquestions,andisdriventosearchandstudyadditionalmaterial beyondthecourse’stextbook.John’sattitudeisanexampleofasurface approachtolearningwhileMelissaexhibitsadeepormeaningful,in-depth approachtolearning.Thesameresearcherswentontoformulatea hierarchyofsixconceptionsoflearning,phasesthatstudentsexperience duringtheirstudy[7].Thelowestthree conceptionsconsistofsurfaceapproachestolearning:quantitativeknowledge accumulation,memorizationandstoring,factacquisitionforfuture utilization.Thenextthreephasesaretypicalofthedeeplearningapproach:sense-making throughabstraction,reconceptualizingrealityinterpretation,andfinally holisticpersongrowth[7].Inaddition,thereisanalternativeview towardsdeeplearning.Morespecifically,Ohlssonconceptualizeddeeplearningas theabilitytoperformessential,non-monotonic,cognitivedevelopmentand change[8].Amongothers,heidentifiedthreecategories ofnon-monotonicmentalshift:(i).capabilitytoproducenewsolutionstoproblemsandreachcreativeinsights,(ii).adaptationofcognitivecompetenciesthroughrepetitiveexperimentation,and(iii).shiftinvaluesandperceptionsthroughcriticalthinking[8].Deeplearninghappensthroughactive studentengagementandespeciallyinmeaningfulconstructionactivities[9].Deeplearningisassociatedwithpolymorphicthinking (i.e.,creative,critical,reflective,andcaring)[10] andproblem-solvingprocessesandcapabilities[11]. Thenotionofin-depthlearningshouldnotbeconfusedwithdeeplearningcomputational processingtechniquesusedfordataanalysisandrepresentationinthefieldof artificialintelligence.2.2.MeaningfulLearningMeaningfullearning,accordingtoAusubel[12],shouldbethehallmarkofformalhigher education,whichisachievedthroughsustainedcriticaldiscourse.Meaningful learningconstructionislinkedwithteachingmethodssuchasinquiryand problemsolvingresultingintheabilitytoidentifyandanalyzetheunderlying structureandconnectexistingwithnewconcepts[13,14]. Educatorswhointendtooffermeaningfuleducationalexperiencestotheir studentsareinvitedtocontemplateanddesignteachingandlearningaroundthe followingattributes:active,constructive,intentional,authentic,cooperative, orrelational[15,16].Active:Learningisanactivecognitiveprocedurewherethestudentistheprotagonist.Thisdimensionsignalstheactiveparticipationoflearnersbyinteractingwithcontentandthelearningenvironment,andengagingwithasubjectmattersoastomakeapersonalcognitivecontribution.Constructive:Learnersareexpectedtoconstructcontinuouslytheirownmeaningbyinterpretingandreflectingonobservedphenomena,contentandtheresultsoftheiractions.Intentional:Learnersareencouragedtoexhibitindividualownership,agency,beself-directed,setgoalsconsciouslyandcommitemotionally.Authentic:Meaningfullearningrequirestaskslinkedtoanauthenticexperienceorsimulated,realisticcontextsothattheybecomepersonallysignificantandtransferable.Cooperative/relational:Humanlearningisalsoasocialprocessinvolvinglearnersandteachers.Groupcollaborationandpeerconversationoccurnaturallyinknowledge-buildingcommunities.Additionally,engaged,passionateteacherscontributesignificantlytotheemotionalinvolvementoflearners.Meaningfullearningdependsprimarilyon coursedesignlinkingtheoryandpracticewithstrongexperienceswhereboth teachersandstudentsfeelfreetoexpresstheirpositiveornegativeemotions[17].2.3.DeepandMeaningfulLearningDeeplearningandmeaningfullearninghavestructural similaritiesthatsignalhighqualityineducationandthusareintegratedinto thetermdeepandmeaningfullearning(DML)[18].3.RelatedTheoriesDMLoverlapswithotherrelevantconcepts andtheoreticalframeworkswithsimilarepistemologicalunderpinningsin literature.Thesearesignificantlearning,transformativelearning,generative learning,deeperlearning,andtransferoflearning.3.1.SignificantLearningSignificantlearninggeneratesdurableknowledge thatcanbeappliedinauthenticcontexts.Itisachievedthroughstudent-centered teachingexperiencesdrivingpersonallearnercognitivedevelopment[19].Significantlearningrequiresmultilevel mentalstudentengagementacrossseveralcategories[20]. Fink[21]proposedataxonomyofthefollowing sixcriticalcategoriesthatcanbeusedtoformulateintendedlearning outcomesforinteractivelearningexperiences:Foundationalknowledge;rememberingandunderstandingthefundamentalconceptsinthecoreofaneducationalprogram’scontent.Application;identifying,analyzingaproblemandsolvingitbyapplyingthebasicknowledgeorskills.Integration;buildingconceptualconnectionsbetweennewandexistingknowledgeandexperiences.Humandimension;recordinganinsightinthesocialdimensioninrelationtotheselfandother.Caring;anemotionalshiftinregardingtheirvalues,perceptionsandinteresttowardsthestudieddomain.Learninghowtolearn:acquiringdomain-specificself-regulationskillstopursuelife-longlearning.Educatorsseekingtoensuresignificant learningareencouragedtodesignandplanvariouslearningactivitiesacross allcategories.3.2.TransformativeLearningMezirow’stransformativelearningisamuch researchedandstudiedadulteducationtheorybasedonthecriticaltheory[22].Criticaltheorytakesaclearstancetowards theprogressivetransformationandemancipationofpersonsandsocietyasa whole.Itstrivestodiscovertheunderlyingorservedinterestsinstudied situations.Itnotesforexamplethattheselectionofinformationandmethods incurriculumdesignisanideologicalaction[23].Transformativelearningemphasizespersonaldevelopment,theevolutionofworldviewandperspectivesthroughcriticaldiscourseandrationalthinking[24].Thispathofattitudetransformationincludesseveralsteps:quandariestotriggerself-reflectionleadingtorealizationsandnewdecisions,exploringnew,betterandvalidchoicesanddevisingplanstowardsbehavioralchange,puttingnewresolutionsandvaluesintoaction[25]3.3.GenerativeLearningGenerativelearningisbasedontheconstructivist premisethatknowledgeisconstructedthroughactivestudentagencyandparticipation [26].Wittrock’sgenerativelearningmodel includesfourmainstages:motivation,learningstrategy,generation,and knowledgecreation.However,oneessentialelementisthatlearnersneedto assumeresponsibility,controlanddirecttheirownlearning.Forexample,deep learningismoreprobablewhenlearnersarepromptedtoproducetheirown repliesintheformofawrittentexttoaddressanopenquestionratherthan selectoneoptioninaclose-formatmultiple-choicequestion[27].Generativelearninginvolvesactive sense-makingactivities[28].3.4.DeeperLearningDeeperlearningadvocateslearningbeyond rote,superficialfactaccumulation.Deeperlearningisassociatedwith higher-orderthinkingskillsandmasteryoftransversalskills[29].Deeperlearninghasthepotentialtodeliverdesirable effectssuchasenhancedinformationrecall,intrinsicincentives,lastingknowledge andastructuredcomprehensionofthecardinalpropositionsoftheconceptual andproceduralphenomenaunderscrutiny[30]. Itaimsatthedevelopmentofsixcorecompetencies:proficiencyofcore academiccontent;criticalthinkingandcomplexproblemsolving;cooperation; communication;life-longlearning;academicmindset.Tocultivatethese competenciesteachingstrategiessuchasproblem-basedandproject-based learninghavebeenfoundeffective[31]. Active,student-centeredinstructionalapproachesarerecommendedincluding authenticcasestudies,smallgroupwork,interdisciplinaryprojects, mentorships,open-endedexploration,knowledgeapplicationoutsideofthe classroomboundaries,personalizedlearningaccordingtoindividualneeds[32].3.5.TransferofLearningEducationaltransferorthetransferof learningisthephenomenonwherealearnerhasthecapabilitytodemonstrate competencies,knowledge,skills,andvalues,acquiredfromeducationalsettings tonovel,unprecedentedsituations,andill-definedproblems[33].Fortransfertotakeplace,learningneedsto beorganizedasanactiveanddynamicprocessthatisinfluencedbylearners’ motives[34].Educationaltransferis consideredatoppriorityincontinuousprofessionaldevelopmentandcorporate trainingprograms.4.ApplicationHowcouldDMLbefacilitatedinthecontext offormaleducation?DMLframeworksconceptualizeeducationqualityasthe cognitive,affective,andsocialskillsactivation[21,35]. DMLsuccessinphysicalandonlinecontextsdependsoneveryindividual’s idiosyncraticattributesintermsofpersonalities,abilities,perceptions,and goals[14].HenceDMLonscalerequires adaptationanddifferentiationtoaccommodatepersonalizedneeds.Education stakeholdersneedtoorchestratelitaniesofactivitiesandexperiencesto fosterdeeplearningapproaches[36].DMLfrom theeducator’sangleisatoughchallengeasitentailstheexpenditureof extraenergyforsophisticatedplanning,patience,mindfulness,anddiligence[14].Informationandcommunicationtechnologycould supportDMLwhenthelatterisusedforteachingandlearningstrategiessuch asknowledgesynthesis,discussion,articulation,cooperation,andreflection[13,15,37].DMLisevenhardertoachieveandmaintainin onlinelearningwherelearners’dynamicemotionalandmotivationalfluctuations aresometimesneglected[38].Forinstance, curiosity,interest,andgoalorientationareessentialastheyinfluence directlycognitivelearningprocedures[39]. Qualitye-learningtowardshigher-orderprocessesshouldbeorganizedaround learner-centeredmeaningful,demandingactivitiesassistingstudentstobuild associationsofnewinformationwithexistingknowledgeandexperiences[40].Morespecific,DMLisinfluencedbyfactors ofthreetypes:learners’individualtraits(e.g.,personality,skills, emotions,motivation),contextual(e.g.,teachingmethods,assessment,teacher, class),andperceivedcontextualfactors(e.g.,workload,usefulness,relevance) [38].Inthecontextofdistanceeducation,asystematic reviewhasintegratedfifteeninfluencingfactorsintoablendedmodelfordeep andmeaningfule-learninginsocialvirtualrealityenvironments[41].Factorsareorganizedinthreeclasses:in relationtothelearner(e.g.,perceptions,technicalskills),theimplemented instructionaldesignaccordingtoteacherperceptionsandbeliefs(e.g., learningtheory,environment,activities),andtheusedtechnology(e.g., access,usability),beforeandduringlearning.Hence,thecommunityofinquirytheorywasformulated topromoteDMLintertiaryeducation[42].Deriving fromasocialconstructivistepistemology,itsempiricallysupportedpremiseis thateffectivedistanteducationalexperiencesshouldcombinethreecrucial components:teaching,cognitive,andsocialpresence.Teachingpresencecomprises theresponsibilitiesandactionsofeducatorssuchasinstructionaldesign, directinstruction,andonlinefacilitation.Cognitiveandsocialpresencerelates tostudentbehavior.Cognitivepresenceis“theextenttowhichthe participantsinanyparticularconfigurationofacommunityofinquiryareable toconstructmeaningthroughsustainedcommunication”[35].Socialpresenceisachievedwhenlearners communicatepurposivelyandbuildcollectivelysharedidentitiesinan environmentoftrust.Onlinelearningfeaturesprincipallyflexible, self-regulatedstudy.Evenwhenlearningfeaturessynchronousvirtualmeetings, i.e.,teacher-ledtutorialsorgroupwork,learnerisolationisaninherently inhibitingfactor[37,43,44].Active, challengingactivities,cooperativeproblem-basedtasks,andemotionalempowerment arerecommendedtopromoteDML[45]. Additionally,overlookingtheimportanceofinternalstudentincentivesin distanceeducationleadstohighcourseattritionrates[46].Whendistancestudentscannotinteract sociallywiththeirfellowstheyhaveahigherprobabilityofabandoninga course[47].Thiseffecthasbeenobservedon amagnifiedscaleinMassiveOpenOnlineCourses(MOOCs).Globalenrollmentineach MOOCrosetothousandsandevenhundredsofthousandsbutcompletionrates typicallydonotexceedtenpercent[14,48].Excessivecourseworkisonecommon,DML blockingmistakeeducatorscommitdespitetheirbenevolentintentionsis.Too muchworkinevitablypushesstudentstowardsasurfaceapproachtolearningdue totimepressure.Hence,reducingcontentisrecommendedsothatlearnershave thetimetoreflectonthestudiedsubject[18]. AnotheruniversalteacherrecommendationtowardsDMListoallowstudentsto confronttheirownmisconceptions.Learnersshouldbeanimatedtodemonstrate comparativelytheirconstructedmeaningandinterpretationsofthestudied domainanddebatewitheachother[18].DMLproposesanoutcomeorcompetency-based designapproachine-learning[49].Research indistanceeducationconnectsDMLwithactivelearning,peercommunication, andcollaboration[50]aswellashighlevels ofteachingandsocialpresence[14,51]. Meaningfule-learningreliesonthequalityratherthanthequantityof meaningfulonlineinteractionsoflearnerswithcontent,instructors,andpeers [52].Theseinteractionsshouldbedesigned aroundrealisticexperiencesnecessitatingcomplexknowledgeconstructiontasks withamplecooperationandreflectionopportunities[14,53,54]. Game-basedandgamifiedinterventionssuchasseriousgamesinphysicaland online,virtualsettingshaveproducedsupportingevidenceofDML[55,56].Distancecoursesdesignedwith constructivistprinciplesintegratingcommunityinteractions,open-ended discussions,andteamassignmentsintoaflexiblecurriculumwithfluidcontent achievehigherlevelsoflearnersatisfactionanddeeplearning[57].5.EvaluationSummativestudentassessmentinformal educationservesonemainpurpose:toascertainthedegreetowhichcourse participantshaveachievedtheintendedlearningoutcomes.Itsformat,however, constitutesanindirecthinttostudentsaswhatisdeemedofthehighestvalue tofocusonandlearn[58].Hence,acourse aimingatdeepmeaningfulknowledgedevelopmentshouldexaminehigher-order competencies.Proposedevaluationstrategiesincludeauthentic,realistic performancetasks,self-evaluation,andpeerassessment[59,60].Suggestedassessmentmethodstoencourage deeplearningapproachesarecatalyticassessment,conceptmaps,problem-based learning,ande-portfolios[18,61].Catalyticassessmentstartswithaquestion thatstudentshavetotackle[61].Thequest tofindtherightanswertriggersfirstindividualexplorationandthendiscourse, oftenindyadsorlargerteamswherestudentspresentanddefendtheirchoices. Catalyticassessmentcanbeappliedinlargeaudiencesinphysicalandonline settingsasdemonstratedbythepeerinstructionmethod[62].Althoughconceptsmapsarelearning resources,theircreationbystudentscanbeaformofassessment[63].Conceptmapsdemonstrateaperson’scognitiveorganization ofcomprehensionofatopic.Buildinglinks,hierarchicalstructures,and branchesamongrelatedconcepts,processes,andcategoriesallowstheaccurate representationofstudents’mentalmodels.Problem-basedlearningisa learner-centeredmethodthatstartswithareal,ill-definedproblem[11].Inordertosolvetheproblem,studentshave totakeinitiativeanddirecttheirownlearninginmultipleways:analyzethe situation,identifyitscomponents,studysources,collectevidence,formulate andtesthypotheses,communicatewithpeers,argueandtakedecisions,experiment, andvalidatetheirbeliefsandassumptions.Learningportfoliosarecollectionsofnowadays mostlydigitalartifacts(e.g.,essays,papers,projects,digitalfiles,etc.) thatstudentsbuildgraduallythroughoutthecourse59. Portfolios,similarlytoPBL,placetheresponsibilityandinitiativeof learningtoeachlearner.Moreover,theystrengthenlearners’agencyand relatednesswithpersonallymeaningfulvaluesandconnections.E-portfolios havetheadditionaladvantagethattheycanbetransferabletootherdigital platformsandvisibletosocialnetworksandotheroutletsenablingaseamless transitionfromeducationaltoprofessionalrolesandsettings[64].Inthisway,portfoliosencouragestudents’ intrinsicgoalorientation.6.ResearchInstrumentsInanattempttodescribeandclassifythe level,depth,complexityandqualityofstudentlearningandunderstanding, BiggsandCollisformulatedtheStructureoftheObservedLearningOutcome taxonomy(SOLO),ahierarchyoffivestagesforlearningoutcomes[65].Thesecategoriesarethefollowingfromlowest tohighestorder:Prestructural:Unstructured,inappropriatework.Unistructural:Appropriatepresentationofonerelevantsubjectaspect.Multistructural:Appropriatepresentationofseveralrelevantbutunconnectedsubjectaspects.Relational:Integrationofseveralrelevantsubjectaspects.ExtendedAbstract:Creationofacoherent,holisticapproachatanewabstractionlevel.SOLOtaxonomydistinguishestwophasesinstudentlearning,intendedorrecorded.Inthelowest,quantitativephase(stages1to3),learningismainlysuperficial,additive.Inthequalitativephase(stages4and5),learningresultsinadvanced,deeperunderstanding,theabilityofapplication,reflectiveabstractionandtransfer.SOLOcategorieshavecorrespondenceswiththesixlevelsofBloom’srevisedtaxonomy(remembering,understanding,applying,analyzing,evaluating,creating)[66].SOLOcanbeusedbyeducatorsinthedesignandassessmentstageofeducation:toformulatelearningobjectives,techniques,activities,evaluationmethodsandtoassessstudents’outcomesandperformance[67].DMLcanberesearchedbothwithqualitativeandquantitativemethods.AqualitativeDMLresearchapproachisphenomenography[68].Itconstitutesanewresearchparadigmaimingatinterpretingdifferencesinthoughtandexperiencesbasedonthedescriptionsofunderstanding[69].ValidatedquantitativeresearchinstrumentstomeasuresubjectivelyDMLincludetheStudyProcessQuestionnaireSPQ[70],theApproachesandStudySkillsInventoryforStudents(ASSIST)[71],theMotivatedStrategiesforLearningQuestionnaire(MSLQ)[72],andtheCommunityofInquiryframeworksurvey[73].SPQandmorespecificallytheRevisedTwo-FactorStudyProcessQuestionnaire(R-SPQ-2F)isaquestionnairedevelopedbyBiggsthatmeasurestwofactors,deepandsurfacestudyapproach[70].Itconsistsoftwentyitems,e.g.,“myaimistopassthecoursewhiledoingaslittleworkaspossible”(surfacestudyapproach),“IfeelthatvirtuallyanytopiccanbehighlyinterestingonceIgetintoit”(deepstudyapproach).Students’repliesarescoredonafive-pointscalefrom“thisisneverorveryrarelytrueofme”to“thisalwaysoralmostalwaystrueofme”.R-SPQ-2FcanbecombinedwithSOLOtaxonomytolinkstudentstudystrategiestolearningoutcomes[74].ASSISTisaself-reportingquestionnairethatreflectsrelativestudentpreferencestowardsthreestudyingapproaches:deep,surfaceandstrategic,stemmingfromtheworkofEntwistleandRamsden[71].ItcontainsthreesectionswiththemainsectionbeingtheRevisedApproachestoStudyingInventory(RASI).RASIincludes52items,e.g.,“Itendtoreadverylittlebeyondwhatisactuallyrequiredtopass”(surfaceapproach),“Beforetacklingaproblemorassignment,Ifirsttrytoworkoutwhatliesbehindit”(deepapproach),Iorganizemystudytimecarefullytomakethebestuseofit(strategicapproach).Studentsareinvitedtomarktheirdegreeof(dis)agreementacrossafive-levelLikerttypescale:agree,agreesomewhat,unsure,disagreesomewhat,agree.MSLQisbasedonPintrich’ssocio-cognitiveassumptiononlearningdependingprimarilyonthedynamicandcontextualinterplaybetweencognitivelearningstrategiesandmotivationorientation[75].MSLQcanbeusedtomeasure15differentmotivationandlearningstrategyscalesthatcanbeusedcollectivelyorseparately,e.g.,intrinsicandextrinsicgoals,self-efficacy,criticalthinking,self-regulation,managementofresources[72].Itcontains81statementsstudentsassessrangingfrom1(notatalltrueofme)to7(verytrueofme),e.g.,“I’mconfidentIcanlearnthebasicconceptstaughtinthiscourse”,“Whenstudyingforthiscourse,Ioftentrytoexplainthematerialtoaclassmateorfriend”.TheCommunityofInquiryframeworksurveywasdevelopedtomeasurethethreeprimaryscalesofthestudiedmodel:cognitive,teaching,andsocialpresence[73].Itcomprises34items—statementssuchas“Theinstructorclearlycommunicatedimportantcoursegoals”and“Courseactivitiespiquedmycuriosity”.Respondentsarescoredfrom0(stronglydisagree)to4(stronglyagree).7.ConclusionsandProspectsLife-longlearninginthecontextofaninformation-centeredsocietythroughcontinuousprofessionaldevelopmentisubiquitous[76].Thequalityoflife-longlearningisvitalfortheeffectivenessofupskillingandreskillingprofessionaldevelopmentinitiatives.LearninginterventionsandeducationalprogramsofhighqualityleadtoDML.FutureresearchlinescouldinvestigatetheintersectionofDMLandbehavioralchangeinblendedanddistanceeducationwithemergingtechnologiessuchasextended,cross,augmented,mixed,virtualrealityaswellasdigitalgames[77],bigdataandlearninganalytics[78].Inamacroscopicview,DMLisnotanend,itisthebeginningofpassionateengagementsofstudentswithdomainsofknowledgefueledbyinspirationthroughinquiryandexperimentationleadingtocreativity,polymorphicinnovationandsolutionstopressingproblems. 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