Seamless Learning Environment Research Articles

Modeling the relationship between digital nativity and Smartphone usage in learning English as a foreign language contexts.

Despite many studies exploring the application of digital devices in foreign language learning, only some have investigated the influencing mechanisms of digital nativity on Smartphone usage in this increasingly seamless learning environment. This research aims to explore the relationships between college students' digital nativity and their use of Smartphones for English learning. The data were collected from 502 undergraduates in mainland China through self-reported questionnaires, namely the Digital Natives Assessment Scale and the Smartphone Use in Learning Foreign Language Scale. The confirmatory factor analysis validated a four-factor measurement model of digital nativity, including "grow up with technology", "comfortable with multitasking", "reliant on graphics for communication" and "thrive on instant gratification and rewards". A second-order measurement construct of favorable Smartphone usage and its first-order adverse effects in foreign language learning were also examined, demonstrating good validity and reliability. Structural equation modeling analysis revealed that students who displayed more attributes of "grow up with technology" and "thrive on instant gratifications and rewards" tended to adopt smartphones positively for English learning. In addition, those who were more familiar with technological assistance might suffer less from the adverse effects of Smartphone usage. However, the preference for immediate responses and feedback could also lead to more adverse effects when using Smartphones for English learning. Besides, "comfortable with multitasking" and "reliant on graphics for communication" didn't have any significant predictive impact on either the favorable functions or the adverse effects of Smartphone usage. Based on the research results, we discuss the theoretical and practical implications.

Study on spatial planning and design of learning commons in university libraries based on fuzzy matrix model

Abstract Campus university library as a spiritual force, in the development of social economy and science and technology innovation, according to the requirements of education management research scholars and students growth changes proposed learning Shared space, the effective integration of space, resources, service as one of the new construction idea, not only makes the university library become more perfect effective, It can also enhance the cohesion and innovation of internal operation. Nowadays, with the increase of the number of university libraries around the country, the scale of internal construction is getting bigger and bigger, and the planning and design of learning shared space based on university libraries has become the focus of scientific research. In essence, learning shared space, as a seamless learning environment, begins to innovate toward intellectualization and modernization while transforming the functional role of university libraries. In this article, therefore, learn about the current university library, on the basis of Shared space planning and design content, according to the fuzzy matrix model, analysis of the application of image retrieval algorithm is verified, the final results show that in the university library to promote learning sharing space, can not only meet the diverse needs of the readers, you can also change the traditional mode of the library service.

The Effects of Mobile Technology on Learning Performance and Motivation in Mathematics Education.

Due to rapid developments, mobile technologies started to play an essential role in designing seamless learning environments. Due to the availability of mobile technologies, students can access learning materials without being bound by time and place. On the grounds that these applications allow information exchange, time and space limitations such as classrooms or school bells have been eliminated. Therefore, this study aims to assess mobile-assisted seamless learning environments’ effects on students’ success and motivation in the secondary school 7th grade mathematics class algebra unit and student opinions about the application. The research is designed using the descriptive pattern of mixed-method research. The sample of the study is 73 middle school students (30 male and 43 female) in Turkey. Augmented Reality (AR) applications developed in teaching algebra to support individual learning and to utilize mobile technologies, WhatsApp groups were created. Algebra Achievement Test (AAT), Mathematics Motivation Scale (MMS), and semi-structured interview forms were used as data collection tools in the research. The results of the study showed that there were statistically significant differences in favor of the experiment group in AAT and MMS scores. However, no significant difference was found between the groups in intrinsic goal orientation and test anxiety scores, which are motivation sub-dimensions. The findings obtained from AAT, MMS, and the students’ opinions showed that mobile technology applications used in out-of-school learning environments positively affect the learning process.

Design Seamless Learning Environment in Higher Education with Mobile Device

Mobile learning functions to facilitate student learning because it has characteristics that are practical to carry anywhere, so mobile learning has its interests. With mobile learning, learning is more flexible and effective. The consideration of the effectiveness of mobile learning-based learning demands the importance of research on the development of cutting-edge learning models to help students and educators to make learning easier and provide learning motivation for students in higher education. This research is descriptive quantitative research with data collection techniques using a questionnaire. This research was conducted from April to June 2020 in the PGMI Nurul Jadid University. The research population is students of the PGMI who are still active in the 2019/2020 academic year. Mobile learning based on mobile devices is in the useful category with a frequency of 28 and a percentage of 75.67, the rest is in the fairly good category, a frequency of 3 is obtained with a percentage of 8.10%, in the very good category a frequency of 4 is obtained with a percentage of 10.82%, and less, obtained a frequency of 2 with a percentage of 5.40%.

Literature Circles Online: Practical Strategies for Creating a Reading Culture using Technology

Providing opportunities and learning environments on-line where students are actively engaged and feel in control of their own learning experiences, encourages lifelong learning skills development such as independence, problem-solving and higher order thinking. Discrete on-line environments can also use the functionality of the technology to facilitate different learning styles and provide a 'safe' environment where students can explore and experiment before presenting their ideas to a larger audience. This paper considers current research and the importance of the fiction collection in the development of literacy outcomes for all students. It also examines an interactive on-line module that: incorporates the concept of literature or reading circles to promote reading; the development of higher order literacy skills and encourages the development of a reading culture. The on-line module was developed using a model that utilizes an holistic approach to learning to create a seamless learning environment where students work within a structured framework that is designed to foster independent learning and teamwork.

Synchronising Informal and Formal Learning Spaces to Facilitate Collaborative Online Learning

While online learning is increasingly used to provide continuation and facilitate interaction between students, institutions are challenged by low participation rates on their learning management systems and high drop-out rates. At the same time, students engage in extensive, needs-driven informal collaborations on a spectrum of offline and online platforms in support of their learning. It seems pertinent to understand the process though which students self-direct their learning across different learning spaces. A combination of focus groups and personal interviews was used during a qualitative study to gain in-depth feedback from a variety of online students in an online course at the University of South Africa (Unisa). Unisa is a large open distance learning (ODL) institution in South Africa and hosts students from diverse social backgrounds. Insights about student collaborations emerged after a thematic analysis, grounding the results in a social capital theoretical framework. The results indicate that students engage in social networking across various learning platforms, establishing a variety of social ties with perceived learning benefits, deriving value from the social capital fund in the respective social ties. Online educators can gain useful insight from understanding the process and value of students’ self-initiated participation in informal learning spaces to find ways for improved student participation in online learning. Practical ideas are offered as to how student collaborative learning can be facilitated by integrating formal and informal learning spaces in a seamless learning environment.

Incorporating new literacies in designing a mobile learning application for secondary/middle school students

This paper examines the incorporation of new literacies to an adapted framework by Parsons et al. in Journal of Computers, 2(4), 1-8, (2007) to design mobile learning applications for “Elements of Business Skills (EBS)” for a group of lower academic ability secondary school learners in Singapore. Accounts of the actual process of designing a mobile learning application for teaching and learning are used to consider factors in incorporating new literacies into the modified mobile learning design framework based on mobile learning design principles. The suggested framework incorporating mobile learning and new literacies looks at the interaction dimension, individual learning needs and collective learning for mobile learning through these four perspectives: generic mobile environment issues, learning contexts, learning experiences, and learning objectives. The accounts of the app development process highlight how new literacies come into play when enhancing learning through blending text, sound and imagery, and how app users underscore the importance of mobility and ubiquity for anywhere and anytime continuous, on-the-go learning in terms of the dimensions of new literacies. This paper contributes to the ever evolving and dynamic field of designing future mobile learning systems for the twenty-first century, in a new seamless learning environment.

Ensuring Success Among First-Generation, Low-Income, and Underserved Minority Students: Developing a Unified Community of Support

Recent research has demonstrated the value of comprehensive, integrated programs that combine and align several interventions to create a seamless learning environment for undergraduate students in STEM (science, technology, engineering, and mathematics). While there is emerging evidence of the value of these integrated programs for student success, there is little understanding of exactly how and why they are effective. This study of integrated programs at several California State University campuses indicates that successful integrated programs are effective because they create what we term a unified community of support for students, faculty, and staff. A unified community of support leverages structural changes to campus policies and practices to promote individual changes to faculty and staff knowledge, beliefs, actions, and relationships. This combination offers a unique and novel way of both organizing and conceptualizing student support within higher education, as most existing programs are based around either structural changes or individual support, rather than a mutually reinforcing combination of the two.

Creating a Seamless Learning Environment

Creating a Seamless Learning Environment

Improving primary students’ collaborative problem solving competency in project-based science learning with productive failure instructional design in a seamless learning environment

The paper reports on an empirical study adopting a mixed research method, aiming at improving primary students’ collaborative problem solving competency in project-based learning with productive failure (PF) instructional design in a seamless learning environment. Two Grade Six classes participated in a project-based learning of “Plant Adaptations”. In Class 1 with 27 students, the project-based learning was conducted with PF instructional design; in Class 2 with 26 students, the project-based learning was conducted without PF instructional design. The learning activities spanned across farm, class, home and online spaces supported by mobile devices. Data collection includes various students’ created artifacts in groups in the inquiry process, student reflections, student focus group interviews and pre- and post-domain tests. Both qualitative and quantitative data analysis methods were employed. The research findings show that compared to Class 2, the students in Class 1 gained deeper understanding of conceptual knowledge and produced better group artifacts in collaborative problem-solving quality than those in Class 2; and the students in Class 1 were more positive in facing the challenges in their project-based learning process, and developed a sense of ownership of their learning. The findings imply that PF instructional design is conducive to developing primary students’ collaborative solving competency in science learning in a seamless learning environment.

Research on the construction of seamless learning platform based on open education

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.

SROR: designing a social-based routing protocol for context-aware ubiquitous learning

Social-aware routing in delay-tolerant networks (DTNs) are a recent emerging technology that addresses intermittent connection issues, and has the potential to better support context-aware ubiquitous learning and create a social learning community without the infrastructure. This study proposes a novel social-based routing protocol called the Social Relation Opportunistic Routing (SROR) algorithm for mobile opportunistic networks, based on the three properties of social relations, social profiles, and social mobility patterns. The time complexity of finding an optimal routing solution is NP-Complete. Thus, our objective is to compute the optimal relay node for routing the data so that the delivery ratio is maximised heuristically. We demonstrate that the SROR algorithm outperforms the existing benchmark routing protocols and achieves the highest data delivery ratio with maximised routing efficiency under the dynamic social environments. With this advanced technology, an authentic and seamless context-aware ubiquitous learning environment can be realised and supported in the future.

Fostering Student Nurses’ Self-Regulated Learning with the Second Life Environment: An Empirical Study

Aim/Purpose: This study investigated the potential use of Second Life (SL) to facilitate nursing students’ confidence and motivation, as well as its impact on their self-regulated learning development. Background: The current emphasis on nursing education in general has resulted in more consideration of different virtual learning environments as a means for assessing individuals’ learning in a healthcare context. Methodology: A quantitative research approach employing the survey method was used in this study. A model fit for Partial Least Squares (PLS) technique on 218 participants was produced to estimate the direct effect of environmental elements in terms of environment content design, environment interactivity, and environment functionality on student nurses’ behaviour in terms of motivation and confidence. In addition, the direct effect of student nurses’ behaviour on the development of their self-regulated learning was also examined and discussed. Two SL medical scenarios were designed to facilitate nurse students’ mastery of the learning task. Contribution: This study shows the potential of using SL for empowering nurses’ self-regulated learning and collaborative learning. It extends the current understanding on how SL can assess nurses to learn about clinical related matters through the control of teleported characters (avatars), thus enhancing self-regulation. Findings: This study found that SL content design, functionality, and interactivity can positively affect nursing students’ learning by providing them with the necessary elements to stimulate their confidence and motivation. We also found that nursing students’ confidence and motivation when using SL have significantly contributed to their self-regulated learning. Recommendations for Practitioners: Findings from this study can help educational decision makers to consider the use of seamless learning environments, like the SL, to help students solve problems and generate alternative responses to their issues.

Seamless Learning Environments in Higher Education with Mobile Devices and Examples

The use of seamless learning environments that have the potential to support lifelong learning anytime and anywhere has become a reality. In this sense, many educational institutions have started to consider introducing seamless learning environments into their programs. The aim of this study is to analyze how various educational university programs implement the design elements for seamless learning environments with mobile devices. For that purpose, three cases involved in a Finnish teaching development project are explored by conducting semi-structured interviews with key participants. The themes of the interviews were related to the theoretical background for (mobile) seamless learning environments from previous literature. This paper describes the findings of the three cases as common aspects for designing mobile, seamless learning environments; and it proposes a research agenda on challenges related to designing seamless learning environments with the integrated use of mobile devices in the curricula.

Exploring Students’ Progression in an Inquiry Science Curriculum Enabled by Mobile Learning

The research literature reports on designs of ubiquitous and seamless learning environments enabled by the integration of mobile technology into learning. However, the lack of good pedagogical designs that provide for sustainability and the inadequate investigation of learning outcomes remain major gaps in the current studies on mobile learning. This paper seeks to contribute to addressing these issues by reporting on a study concerning the principles of integrating mobile learning into a standards-based science curriculum. It also explores how mobile learning activities have impacted students’ academic and activity performances in and out of the classroom over a whole academic year. Mixed methods were used to examine students’ performances, and a yearly comparison was made for assessing students’ progression in their conceptual understanding in science. Data analysis on students’ test results, mobile learning artifacts, and their activity performances in the classroom suggested that they had improved in their conceptual understanding and self-reflection on these conceptual changes. Students were engaged in mobile learning activities both in the classroom and out of the classroom through sustained exposure to and experience of the mobilized science curriculum.

Going beyond textbooks: a study on seamless science inquiry in an upper primary class

This paper reports an initial study on investigating inquiry-based learning in science in an upper primary class guided by an inquiry-based learning model in a seamless learning environment. Two questions are addressed: (1) how students advanced their domain knowledge?; and (2) how students developed their inquiry skills? One teacher and 27 Grade-four students from a local primary school were involved in the study. Six inquiry-based learning lessons focusing on a scientific “rustproofing” learning unit were conducted in a seamless learning environment, initiated in a digital classroom and extended to online discussions on a social network platform. Qualitative data were collected and analysed over two weeks. The results show ways that the students advanced their domain knowledge and developed their inquiry skills.

“Bring Your Own Device (BYOD)” for seamless science inquiry in a primary school

This paper reports a one-year study on the project of “Bring Your Own Device (BYOD) for seamless science inquiry” in a primary school in Hong Kong. BYOD in this study refers to “the technology model where students bring a personally owned mobile device with various apps and embedded features to use anywhere, anytime for the purpose of learning”. The study aims at investigating (a) what advancement of content knowledge students made in their science inquiry in a seamless learning environment supported by their own mobile device; (b) how the students advanced their content knowledge in science inquiry; and (c) what students' perception is regarding their learning experience supported by their own mobile devices. The topic of inquiry was “The Anatomy of Fish”. Data collection included pre- and post-domain tests, self-reported questionnaire, student artifacts, class observations and field notes. Content analysis and a student artifact tracing approach were adopted in the data analysis to examine and trace students' knowledge advancement. The research findings show that the students advanced their understanding of the anatomy of fish well beyond what was available in the textbook and they developed positive attitude toward seamless science inquiry supported by their own mobile devices.

A principle‐based pedagogical design framework for developing constructivist learning in a seamless learning environment: A teacher development model for learning and teaching in digital classrooms

A principle‐based pedagogical design framework for developing constructivist learning in a seamless learning environment: A teacher development model for learning and teaching in digital classrooms

Enculturating self-directed learners through a facilitated seamless learning process framework

The proliferation of mobile technology has opened up or enhanced opportunities for more personalised, self-directed learning experiences beyond the four walls of classrooms. This paper reports an attempt to rise above the past five years’ studies on one-to-one mobile seamless learning by foregrounding the notions of facilitated and self-directed seamless learning to distinguish between externally and self-initiated learning activities. The paper argues that in order to nurture genuine self-directed seamless learners, practitioners ought to develop and enact systematic and cyclic facilitated seamless learning processes to enculturate the students. A domain-independent facilitated seamless learning (FSL) process framework is proposed to guide the design of a new seamless learning environment as well as to analyse existing designs. To demonstrate the versatility of the framework, two case studies are presented – one pertaining to the domain of the Chinese language and another to science learning. Through post-study reflections on the underpinning concepts on seamless learning and empirical findings, the author proposes additional guidelines for more effective applications of the framework. It is hoped that the guidelines can serve to inform the design of mobile seamless learning environments in future.

Guidelines on Implementing Successful Seamless Learning Environments: a Practitionersâ?? Perspective

This paper describes implementation guidelines for ubiquitous seamless mobile learning featuring the learning-log system named SCROLL (System for Capturing and Reminding of Learning Log). This system helps users to share and remind ubiquitous learning experiences. We review recent researches on mobile assisted learning in order to set pedagogically-based guidelines for instructors, learning environment designers and the administrative end or decision makers including ICT coordinator, and local authorities. Main foci in our guidelines are for language teachers to practice SROLL-based mobile learning in their classes for both in-class and out-class learning according to their situation or conditions. Our goal is to help educators to implement an effective seamless mobile learning environment with SCROLL.