Search results
1 – 10 of 466Yongrong Xin, Xiuping Zuo and Qingping Huang
The implementation of the national education and lifelong education should break through the traditional learning mode in the digital era. A seamless learning environment is the…
Abstract
Purpose
The implementation of the national education and lifelong education should break through the traditional learning mode in the digital era. A seamless learning environment is the intelligent form of deep integration of digital learning environment and physical learning environment. The development and construction of seamless learning space and platform is a new trend of international mobile learning research and practice. So, the purpose of this paper is to build a seamless learning platform of the open education system by expanding and improving the connotation and extension of seamless learning, based on the theories of mobile learning, ubiquitous learning and open education, combining with the characteristics of the big data era.
Design/methodology/approach
A seamless learning platform model will be constructed through constructing five modules including resource integration module, requirement module, management module, teacher integration module, and carrier module, using interdisciplinary research methods (combined with economics), functional analysis, model methods and exploratory research methods. Finally, this paper attempts to realize the application of a seamless learning platform in open education through the strategic path of public-private partnership (PPP).
Findings
Seamless learning platform model given by this paper can effectively eliminate the problem of information asymmetry between learner-demander and educational manager through the effective management of carrier fusion module. Furthermore, it can effectively integrate the learning resources and teachers of the open education system and social individual education system, and provide high-quality shared learning resources and diverse stratification teachers to students and social workers through PPP project cooperation ways.
Originality/value
There are many papers on the study of open education and resource construction. However, few papers have studied how to effectively integrate and optimize various existing scattered online resources, including various system courses, teachers and platform systems. The paper provides an effective way to solve the above sub-problems and the realization path/model reference for the effective and accurate promotion of lifelong sustainable learning for all.
Details
Keywords
Kinshuk Kumar and Vivekanandan Vivekanandan
Smart learning analytics (Smart LA) – i.e. the process of collecting, analyzing and interpreting data on how students learn – has great potentials to support opportunistic learning…
Abstract
Purpose
Smart learning analytics (Smart LA) – i.e. the process of collecting, analyzing and interpreting data on how students learn – has great potentials to support opportunistic learning and offer better – and more personalized – learning experiences. The purpose of this paper is to provide an overview of the latest developments and features of Smart LA by reviewing relevant cases.
Design/methodology/approach
The paper studies several representative cases of Smart LA implementation, and highlights the key features of Smart LA. In addition, it discusses how instructors can use Smart LA to better understand the efforts their students make, and to improve learning experiences.
Findings
Ongoing research in Smart LA involves testing across various learning domains, learning sensors and LA platforms. Through the collection, analysis and visualization of learner data and performance, instructors and learners gain more accurate understandings of individual learning behavior and ways to effectively address learner needs. As a result, students can make better decisions when refining their study plans (either by themselves or in collaboration with others), and instructors obtain a convenient monitor of student progress. In summary, Smart LA promotes self-regulated and/or co-regulated learning by discovering opportunities for remediation, and by prescribing materials and pedagogy for remedial instruction.
Originality/value
Characteristically, Smart LA helps instructors give students effective and efficient learning experiences, by integrating the advanced learning analytics technology, fine-grained domain knowledge and locale-based information. This paper discusses notable cases illustrating the potential of Smart LA.
Details
Keywords
The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning environments. Their…
Abstract
Purpose
The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning environments. Their conceptions of learning reveal the extent to which the prevalence of technological use in education has facilitated students to cultivate a more advanced conception of learning and develop a deeper learning approach.
Design/methodology/approach
It reviews a total of nine relevant case studies, covering the contexts of conventional schools (from elementary schools to college, and cram schools) as well as technology-enhanced environments (internet-assisted learning and mobile learning); and participants from Grade 2 students to adult learners as well as teachers. Their conceptions of learning and preferred learning approaches are summarized.
Findings
Results of the studies show the Taiwanese students’ and teachers’ conceptions of learning in general and of technology-enhanced learning in particular. The students tended to be passive learners to receive instructions and considered examinations as a short-term goal for their study, with surface learning approaches commonly adopted. Despite technology may help to promote their cultivation of a more sophisticated conception of learning, many of them still opted for rote memorization and practice as the major ways to study. The potentials of technology in enhancing learning thus have not been fully realized.
Originality/value
The results shed light on an Asian-specific educational culture which is exam oriented. They reveal the challenges regarding the use of technology in education, which hinder the promotion of students’ advanced conceptions of learning. They also highlight the directions of future work to create a more accessible and gratifying technology-enhanced environment.
Details
Keywords
This paper examines the pedagogical features of massive open online courses (MOOCs) for language learning–known as language MOOCs. The mainstream pedagogy of MOOCs typically…
Abstract
Purpose
This paper examines the pedagogical features of massive open online courses (MOOCs) for language learning–known as language MOOCs. The mainstream pedagogy of MOOCs typically involves the provision of short videos and reading materials for self-study; discussion forums, mostly for peer-to-peer interaction on course content; and machine-graded quizzes for self-assessment. For language learning, which has been conventionally understood as skill development, the pedagogical features of relevant MOOCs have yet to be comprehensively surveyed.
Design/methodology/approach
This study surveyed a total of 123 language MOOCs from the major MOOC platforms. The pedagogical features shown in these courses were identified and categorised according to the types of course materials and learning activities as well as the participation of learners and instructors.
Findings
English was the most common language taught in the courses. Over 80% of the courses took not more than six hours to complete. Most of these courses followed the typical approach of xMOOC delivery, with video watching, reading and auto-graded assessment being the most common learning activities. Less than half of the courses included discussion as part of learning, and instructors were involved in less than 30% of the discussion.
Originality/value
The findings show that, despite the technological advances in course delivery, current language MOOCs do not differ substantially from conventional distance language learning. Yet, the utilisation of computer-assisted language learning technology and the massive student base of MOOCs for creating a virtual social community are opportunities for developing learners' language proficiency on this learning environment.
Details
Keywords
Enrique Sánchez-Rivas, Manuel Fernando Ramos Núñez, Magdalena Ramos Navas-Parejo and Juan Carlos De La Cruz-Campos
The aim of this paper is to explore whether the use of an active learning methodology implemented through a mobile phone can help future teachers to develop more effective reading…
Abstract
Purpose
The aim of this paper is to explore whether the use of an active learning methodology implemented through a mobile phone can help future teachers to develop more effective reading promotion activities than those based on traditional learning methodologies.
Design/methodology/approach
A study was conducted based on the comparison of perceptions of two groups of teacher training students. The experimental group was trained in an active methodology to promote reading on mobile phones, whilst the control group was trained in a classical methodology also using the same devices. Variables were observed using a self-administered questionnaire, and the scores obtained were analysed from their descriptive statistics of the comparison of means of Kruskal–Wallis H test.
Findings
The results showed that students perceived significant improvements associated with active learning methodology. The variables with the most remarkable results were those related to better use of the class, participation and satisfaction. However, the ubiquitous variable obtained the fewest differences, maybe because both learning methodologies were applied using mobile devices.
Originality/value
The conclusions of this study clearly suggest that combining active learning methodologies and the use of mobile phones to promote reading could lead to better results than applying traditional learning methodologies. The value of this study paves the way for future research to move forward in the discovery of effective teaching strategies based on active methods and mobile devices.
Details
Keywords
This paper aims to examine students’ perception, views and opinions about the usage of mobile phones in an educational setting in a higher education institution located in…
Abstract
Purpose
This paper aims to examine students’ perception, views and opinions about the usage of mobile phones in an educational setting in a higher education institution located in Jamaica. The results of these findings were used to gain insights and to assist education policymakers in adopting most suitable approaches to integrating mobile technology in learning.
Design/methodology/approach
A survey approach was used for this study. A total of 145 students participated in the study using structured questionnaire design containing 14 questions.
Findings
The results indicated an overall positive student perception toward cell phones usage as a learning tool and integrating cell phones into learning activities. Students were keen on its usage as a social connectivity and collaborative tool, which they can use for flexible and personalized learning activities.
Originality/value
Less research has been done in Caribbean and developing countries in analyzing student perception toward using cell phones for learning purposes. This research provides insights in developing policies to assist with the integration of mobile phone technology in learning and how institutions can respond to the advent of advancing mobile technology.
Details
Keywords
Stefan Kleinke and David Cross
The purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part 2, presented in this paper, is a follow-up…
Abstract
Purpose
The purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part 2, presented in this paper, is a follow-up study to examine how student progression in the two pandemic-induced environments compared to the pre-pandemic conditions.
Design/methodology/approach
The authors expanded the quantitative, quasi-experimental factorial design of the authors' initial study with additional ex-post-facto standardized test score data from before the pandemic to enhance the group comparison with a control: the conventional pre-pandemic classroom environment. Thus, the authors were able to examine in which ways the two pandemic-induced learning environments (remote and hybrid) may have affected learner progress in the two subject areas: English Language (ELA) and Math. Additionally, the authors provided a grade-by-grade breakdown of analysis results.
Findings
Findings revealed significant group differences in grade levels at or below 6th grade. In the majority of analyzed comparisons, learner achievement in the hybrid group was significantly lower than those in either the remote or the classroom group, or both.
Research limitations/implications
The additional findings further supported the authors' initial hypotheses: Differences in the consistency and continuity of educational approaches, as well as potential differences in learner predispositions and the availability of home support systems may have influenced observed results. Thus, this research also contributes to the general knowledge about learner needs in elementary education.
Originality/value
During the pandemic, remote learning became ubiquitous. However, in contrast to e-learning in postsecondary education, for which an abundance of research has been conducted, relatively little is known about the efficacy of such approaches in elementary education.
Details
Keywords
Eda Atasoy, Harun Bozna, Abdulvahap Sönmez, Ayşe Aydın Akkurt, Gamze Tuna Büyükköse and Mehmet Fırat
This study aims to investigate the futuristic visions of PhD students at Distance Education department of Anadolu University on the use of learning analytics (LA) and mobile…
Abstract
Purpose
This study aims to investigate the futuristic visions of PhD students at Distance Education department of Anadolu University on the use of learning analytics (LA) and mobile technologies together.
Design/methodology/approach
This qualitative research study, designed in the single cross-section model, aimed to reveal futuristic visions of PhD students on the use of LA in mobile learning. In this respect, SCAMPER method, which is also known as a focused brainstorming technique, was used to collect data.
Findings
The findings of the study revealed that the use of LA in mobile can solve everyday problems ranging from health to education, enable personalized learning for each learner, offer a new type of evaluation and assessment and allow continuous feedback and feedforwards; yet this situation can also arise some ethical concerns since the big data collected can threaten the learners by interfering with their privacy, reaching their subconscious and manipulating them as well as the whole society by wars, mind games, political games, dictation and loss of humanity.
Research limitations/implications
The research is limited with the views of six participants. Also, the sample of the study is homogeneous in terms of their backgrounds – their age range, their departments as PhD students and their fields of expertise.
Practical implications
The positive perceptions of PhD students provide a ground for the active use of LA in mobile. Further, big data collected through LA can help educators and system makers to identify patterns which will enable tailored education for all. Also, use of LA in mobile learning may stimulate the development of a new education system including a new type of evaluation and assessment and continuous feedback and feedforwards.
Originality/value
The widespread use of mobile technologies opens new possibilities for LA in the future. The originality of this research comes from its focus on this critical point.
Details
Keywords
Akhilesh S Thyagaturu, Giang Nguyen, Bhaskar Prasad Rimal and Martin Reisslein
Cloud computing originated in central data centers that are connected to the backbone of the Internet. The network transport to and from a distant data center incurs long…
Abstract
Purpose
Cloud computing originated in central data centers that are connected to the backbone of the Internet. The network transport to and from a distant data center incurs long latencies that hinder modern low-latency applications. In order to flexibly support the computing demands of users, cloud computing is evolving toward a continuum of cloud computing resources that are distributed between the end users and a distant data center. The purpose of this review paper is to concisely summarize the state-of-the-art in the evolving cloud computing field and to outline research imperatives.
Design/methodology/approach
The authors identify two main dimensions (or axes) of development of cloud computing: the trend toward flexibility of scaling computing resources, which the authors denote as Flex-Cloud, and the trend toward ubiquitous cloud computing, which the authors denote as Ubi-Cloud. Along these two axes of Flex-Cloud and Ubi-Cloud, the authors review the existing research and development and identify pressing open problems.
Findings
The authors find that extensive research and development efforts have addressed some Ubi-Cloud and Flex-Cloud challenges resulting in exciting advances to date. However, a wide array of research challenges remains open, thus providing a fertile field for future research and development.
Originality/value
This review paper is the first to define the concept of the Ubi-Flex-Cloud as the two-dimensional research and design space for cloud computing research and development. The Ubi-Flex-Cloud concept can serve as a foundation and reference framework for planning and positioning future cloud computing research and development efforts.
Details
Keywords
Matthias Kuhnel, Luisa Seiler, Andrea Honal and Dirk Ifenthaler
The purpose of the study was to test the usability of the MyLA app prototype by its potential users. Furthermore, the Web app will be introduced in the framework of “Mobile…
Abstract
Purpose
The purpose of the study was to test the usability of the MyLA app prototype by its potential users. Furthermore, the Web app will be introduced in the framework of “Mobile Learning Analytics”, a cooperation project between the Cooperative State University Mannheim and University of Mannheim. The participating universities focus on the support of personalized and self-regulated learning. MyLA collects data such as learning behavior, as well as personality traits. Last but not least, the paper will contribute to the topic of learning analytics and mobile learning in higher education.
Design/methodology
For the empirical investigation, a mixed-method design was chosen. While 105 participants took part in the conducted online survey, after testing the app prototype, seven students joined an additional eye tracking study. For the quantitative part, a selected question pool from HIMATT (highly integrated model assessment technology and tools) instrument was chosen. The eye tracking investigation consisted of three tasks the participants had to solve.
Findings
The findings showed that the students assessed the idea of the app, as well as the navigation positively. Only the color scheme of the prototype was not very attractive to a noticeable amount of the participants. So, it requires slight modifications concerning the app design. For the eye tracking study, it can be stated that the students viewed the relevant parts, and they basically had no difficulties to solve the tasks.
Originality/value
Due to the empirical testing of the app prototype, the project team was able to adjust the application and to add further features. Furthermore, the backend was programmed and an additional tool (MyLA dashboard) was developed for lecturers. A mutual understanding of the targets, privacy issue and relevant features are indispensable for further development of the project.
Details