Abstract
Abstract—¬Supporting diverse and rapidly changing learning styles of new digital age generations is one of the major hurdles to higher education in the age of massification of education markets. Higher education institutions must now utilize unprecedented network speed and mobile technology to create stimulating learning environments for new digital age generations. This paper presents a new learning and teaching model that combines dynamic learning space (DLS) and mobile collaborative experimental learning (MCEL) for supporting diverse learning styles of students. DLS assists students with state-of-art modern wireless network technologies in order to support fast-paced, multi-tasking, data and content intensive collaborative learning in class. The model further extends student learning activities beyond classroom by allowing students to continue their learning anywhere and anytime conveniently using their mobile devices. MCEL provides automated continuous personalized formative-feedback 24/7. The main objectives of the model are to improve student engagement and to provide ownership of their learning journey, experiential learning, contextualized learning, and formative assessment at low cost. The model employs three factors that influence collaborative experiential learning and formative assessment. The three factors are: (1) the use of learning space within the classroom, (2) wireless learning technology, and (3) mobile learning system (m-Learning). Pilot studies of the model are conducted and evaluated on two groups of postgraduate students. Their participation is observed, and a survey is conducted. The results show that (1) DLS encourages high-level learning and diverse learning styles to move away from passive low-level knowledge intensive learning activities; (2) MCEL supports Bigg's constructive alignment in curriculum design, contextualized experimental learning, and personalized formative learning.
Highlights
In the age of massification of education market, all educational institutions must accommodate changing student profiles and diverse student populations through technological and pedagogical advancements [1]
The new model makes use of new emerging technologies such as networked classrooms and mobile technologies to create dynamic and creative learning spaces in class and provide continuous personalized formative feedback extending beyond classrooms at much reduced cost
The proposed model can be supported with many available off-the-shelf systems allowing education institutions to create more engaging and vibrant learning environment for diverse student groups at low-cost
Summary
In the age of massification of education market, all educational institutions must accommodate changing student profiles and diverse student populations through technological and pedagogical advancements [1]. Bloom’s taxonomy broadly classifies educational learning objectives into three psychological domains: Cognitive (knowing), Affective (Feeling), and Psychomotor (Doing) This Bloom’s taxonomy stimulated research on evaluation approaches and reflection on their effectiveness, and helped teachers guide their students to higherlevels of the taxonomy for deeper level of learning. Bloom’s taxonomy was further revised by other researchers in to levels of learning [16] [17], which are frequently stated in graduate attributes and learning outcomes of Australian tertiary education. It provides a benchmark, against which an educator can measure a student’s level of understanding. Due to recent developments in internet-based communication technologies, and interactive media authoring tools, educators can enrich the student learning experience and impact of learning by combining the variety of educational tools and technologies available to them
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