The rise of online learning has led to new digitally connected teaching models. With the growth of learning platforms and AI tools like ChatGPT, the higher education sector faces the challenge of delivering innovative, ‘future-proof’ learning experiences. Therefore, we have applied the HeXie Ecological Model of digital learning to address this challenge. This model has helped us to respond in relation to technological advancements and provided a more engaging learning experience for students.

Digital learning HeXie Ecological Model

The digital learning model integrates Bronfenbrenner’s Human Ecology Model (figure 1) with the Chinese He and Xie Principles (Bronfenbrenner, 1979). The ‘He’ Principle focuses on self-directed learning (Li et al., 2022), while the ‘Xie’ Principle encourages learners to leverage digital tools in their learning process (Li et al., 2022). We employ this model to facilitate the co-creation of learning and teaching where diverse learners’ voices and lived experiences shape pedagogical developments.

Figure 1: Adapted Bronfenbrenner’s Ecological Model with He and Xie Principles which covers self-directed learning and digital resilience dimensions (Li et al., 2022)

As our learners specialise in public health, we will demonstrate how they apply this model by exploring the impact of climate change on individual wellbeing.

At the beginning of a flipped classroom (where learners prepare by reviewing materials before class), the teachers introduce the model to the learners (both undergraduate and postgraduate students in transnational education and UK higher education contexts). Learners are then invited to co-create the session content with their teachers. Positioned as change-makers, learners control the co-creation outcomes by progressing through the following steps that engage them in the co-creation process (Li et al., 2022).

1. ‘He’ Principle (self-directed learning)

During the co-creation process, learners are asked to respond to three questions related to their studies: ‘What do I want to learn?’, ‘Why do I want to learn this?’ and ‘How will I use this expertise?’. Answering these questions helps learners take control of their learning, set goals and manage activities. These questions boost their autonomy, critical thinking and reflection, preparing them for further learning. As they examine the broader topic of climate change, they identify necessary knowledge and skills, explain their purpose, and apply their expertise to address the issues associated with climate change (Li et al., 2022).

2. ‘Xie’ Principle (digital learning)

To develop their digital resilience, learners create action plans tailored to their individual learning needs. These plans include using virtual meeting spaces for group discussions or leveraging AI tools like ChatGPT for research assistance. By following these plans, they become better equipped to troubleshoot issues independently and adapt to new digital tools. This approach fosters a systematic method to identify, research and implement solutions for common online learning challenges. Learners identify factors that facilitate (enablers) and hinder (barriers) their learning. Enablers include access to up-to-date technology or a quiet study environment. Barriers could be things like distractions at home, limited access to technology, or difficulty in understanding how to use certain digital tools.

Implications for teachers and students

‘Applying the digital learning model repositions students as agentic change-makers within their learning process, thereby introducing new perspectives in relation to learning and the process of higher-order level of thinking skills.’

This digital learning model disrupts traditional didactic learning by promoting self-directed learning, digital resilience and collaborative content creation, which is supported by evidence showing improved engagement, critical thinking and retention in learner-centred educational environments (Li et al., 2022). Since this model emphasises self-directed learning, this model encourages an even greater shift towards a learner-centred approach, where teachers support and guide rather than lead. However, some challenges include the potential for initial resistance from teachers who are deeply rooted in conventional instructional practices or those who are new to the profession and still adapting to modern educational approaches (Karimi, 2024). Therefore, institutions should provide professional development support for teachers as they adapt to the new pedagogical approaches and integrate digital tools into their teaching practices (Li et al., 2022). Applying this model repositions students as agentic change-makers within their learning process, thereby introducing new perspectives in relation to learning and the process of higher-order level of thinking skills. These two principles create an active learning space and pedagogy for students to engage with the learning ecology, including the flipped classroom and online learning environment.

References

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Karimi, H. (2024, October 4). AI in Education: Friend or foe? A researchers’ perspective. BERA Blog. https://www.bera.ac.uk/blog/ai-in-education-friend-or-foe-a-researchers-perspective

Li, N., Huijser, H., Xi, Y., Limniou, M., Zhang, X., & Kek, M. Y. C. A. (2022). Disrupting the disruption: A digital learning HeXie ecology model. Education Sciences, 12, 63. https://doi.org/10.3390/educsci12020063