Pub Date : 2021-09-29DOI: 10.22409/gragoata.v26i56.49128
Rodrigo Abrantes da Silva, Souzana Mizan
In the digital turn, when knowledge is considered ubiquitous (COPE; KALANTZIS, 2009) and learning outside of school is permanent, what knowledge can formal education offer? Despite the presence of the digital infrastructure for more than three decades, educational institutions find themselves unprepared and outdated to resume teaching on digital learning environments during the social isolation caused by the COVID pandemic. The article is a narrative of experience on the CGScholar educational platform during remote teaching, at a public university, and reflects on the deconstruction of some of the truths of modernity on subjects, language, text, education and citizenship, through the decolonial practices of subjectification (BIESTA, 2020), the methodology of ecology of knowledges (SOUSA SANTOS, 2012) e a rhizomatic multimodal writing (DELEUZE; GUATTARI, 1995). The research on these decolonial gestures on the digital medium does not seek to introduce new truths through the glorification of technology as the only solution to the problems that plague public education, but the possibility of transforming, through writing, our knowledge in relation to possible exchanges in an educational platform.
{"title":"Decolonial Practices on the Educational Platform CGScholar: Subjectification, Ecology of Knowledges, and the Design of Rhizomatic Multimodal Texts","authors":"Rodrigo Abrantes da Silva, Souzana Mizan","doi":"10.22409/gragoata.v26i56.49128","DOIUrl":"https://doi.org/10.22409/gragoata.v26i56.49128","url":null,"abstract":"In the digital turn, when knowledge is considered ubiquitous (COPE; KALANTZIS, 2009) and learning outside of school is permanent, what knowledge can formal education offer? Despite the presence of the digital infrastructure for more than three decades, educational institutions find themselves unprepared and outdated to resume teaching on digital learning environments during the social isolation caused by the COVID pandemic. The article is a narrative of experience on the CGScholar educational platform during remote teaching, at a public university, and reflects on the deconstruction of some of the truths of modernity on subjects, language, text, education and citizenship, through the decolonial practices of subjectification (BIESTA, 2020), the methodology of ecology of knowledges (SOUSA SANTOS, 2012) e a rhizomatic multimodal writing (DELEUZE; GUATTARI, 1995). The research on these decolonial gestures on the digital medium does not seek to introduce new truths through the glorification of technology as the only solution to the problems that plague public education, but the possibility of transforming, through writing, our knowledge in relation to possible exchanges in an educational platform.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126883932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v12i04/15-24
A. Motlhabane
{"title":"Unpacking the Views of Distance Science Education Students about Online Laboratory Work","authors":"A. Motlhabane","doi":"10.18848/1835-9795/cgp/v12i04/15-24","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i04/15-24","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116124224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v16i01/1-12
A. Čaplánová, Estera Szakadátová
Since the pandemic outbreak, governments have introduced measures to decrease the spread of COVID-19. One of the measures widely implemented has been linked to social distancing. As a result of these measures, many activities had to be canceled or moved to a remote environment. This has also affected the education sector, where educators and students had to quickly adapt to online teaching and learning. Before the COVID-19 pandemic, in many schools, distance learning was very limited, or it did not exist at all. Even though it was mainly elementary and secondary schools that were adversely affected, many higher education institutions were also taken by surprise by the need to switch abruptly from onsite to online mode. The long-term impact of the COVID-19 pandemic remains to be studied and assessed in depth, but after two years since the first wave of the pandemic, lessons from the transition to online learning can be drawn. In this article, we analyze the impact of student specific characteristics and the perceived efficiency of online education on students’ knowledge acquired compared to their pre-pandemic performance. We find that perceived effectiveness of online education, size of the city of residence, and whether a student is a foreign or domestic student have a positive and statistically significant impact on students’ performance, compared to their pre-pandemic results.
{"title":"The Long-Term Impact of the COVID-19 Pandemic among Slovak Higher Education Students","authors":"A. Čaplánová, Estera Szakadátová","doi":"10.18848/1835-9795/cgp/v16i01/1-12","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v16i01/1-12","url":null,"abstract":"Since the pandemic outbreak, governments have introduced measures to decrease the spread of COVID-19. One of the measures widely implemented has been linked to social distancing. As a result of these measures, many activities had to be canceled or moved to a remote environment. This has also affected the education sector, where educators and students had to quickly adapt to online teaching and learning. Before the COVID-19 pandemic, in many schools, distance learning was very limited, or it did not exist at all. Even though it was mainly elementary and secondary schools that were adversely affected, many higher education institutions were also taken by surprise by the need to switch abruptly from onsite to online mode. The long-term impact of the COVID-19 pandemic remains to be studied and assessed in depth, but after two years since the first wave of the pandemic, lessons from the transition to online learning can be drawn. In this article, we analyze the impact of student specific characteristics and the perceived efficiency of online education on students’ knowledge acquired compared to their pre-pandemic performance. We find that perceived effectiveness of online education, size of the city of residence, and whether a student is a foreign or domestic student have a positive and statistically significant impact on students’ performance, compared to their pre-pandemic results.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122119453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v13i03/1-24
G. Olasina, Adejoke Oyewumi Aboyeji
{"title":"Understanding E-learning Acceptance by Students: Relationships among Dominant Human and Social Components","authors":"G. Olasina, Adejoke Oyewumi Aboyeji","doi":"10.18848/1835-9795/cgp/v13i03/1-24","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v13i03/1-24","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"42 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114006540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/CGP/V12I01/55-70
S. Shohieb
{"title":"A Gamified e-Learning Framework for Teaching Mathematics to Arab Deaf Students: Supporting an Acting Arabic Sign Language Avatar","authors":"S. Shohieb","doi":"10.18848/1835-9795/CGP/V12I01/55-70","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V12I01/55-70","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128054771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v15i01/23-36
María Pareja-Olcina
Instagram has revolutionized the way in which young people relate to each other. However, its use is often penalized in educational centers, making its presence as an educational tool in the subject of Spanish Language and Literature scarce. To propose improvements, we carried out a case study focused on spelling with students in their 4th year of secondary education. Three mixed groups from a public school (seventy-one students in total) participated in the study. The results of the spelling activity show that the students of these educational levels (14 and 15 years old) are more receptive to integrating spelling when examples and explanations are found on Instagram. Our work is an invitation for teachers to accept and incorporate the educational potential of social networks as a strategy that improves students’ learning and increases their motivation.
{"title":"Teaching Spelling through Instagram: Spanish Language in the High School Classroom","authors":"María Pareja-Olcina","doi":"10.18848/1835-9795/cgp/v15i01/23-36","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v15i01/23-36","url":null,"abstract":"Instagram has revolutionized the way in which young people relate to each other. However, its use is often penalized in educational centers, making its presence as an educational tool in the subject of Spanish Language and Literature scarce. To propose improvements, we carried out a case study focused on spelling with students in their 4th year of secondary education. Three mixed groups from a public school (seventy-one students in total) participated in the study. The results of the spelling activity show that the students of these educational levels (14 and 15 years old) are more receptive to integrating spelling when examples and explanations are found on Instagram. Our work is an invitation for teachers to accept and incorporate the educational potential of social networks as a strategy that improves students’ learning and increases their motivation.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132555968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v12i04/25-35
R. Extavour, O. Ocho, G. Allison
{"title":"Nursing Students’ Attitudes toward an Adaptive Learning Technology in a Pharmacology Course","authors":"R. Extavour, O. Ocho, G. Allison","doi":"10.18848/1835-9795/cgp/v12i04/25-35","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i04/25-35","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129219322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v15i01/1-7
S. Abegglen, Fabian Neuhaus, Martina MacFarlane, Mac McGinn, Asawari Modak
In the wake of COVID-19 closures, faculty, staff, and students have found themselves forced to embrace the digital classroom. Like many institutions, the University of Calgary has worked quickly to pivot to online teaching and learning, using both tried and new tools. The Teaching and Learning Online Network (TALON), founded at the beginning of the pandemic, has supported this process and created a platform for an open and evolving dialogue around emerging technologies and practices. This article outlines the initiative as a case study supporting the effort to create a sustainable ecology for online teaching and learning. Recommendations for those embarking to set up similar networks are provided with inputs on how to collaborate beyond institutional boundaries.
{"title":"TALON: Teaching and Learning in Pandemic Times","authors":"S. Abegglen, Fabian Neuhaus, Martina MacFarlane, Mac McGinn, Asawari Modak","doi":"10.18848/1835-9795/cgp/v15i01/1-7","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v15i01/1-7","url":null,"abstract":"In the wake of COVID-19 closures, faculty, staff, and students have found themselves forced to embrace the digital classroom. Like many institutions, the University of Calgary has worked quickly to pivot to online teaching and learning, using both tried and new tools. The Teaching and Learning Online Network (TALON), founded at the beginning of the pandemic, has supported this process and created a platform for an open and evolving dialogue around emerging technologies and practices. This article outlines the initiative as a case study supporting the effort to create a sustainable ecology for online teaching and learning. Recommendations for those embarking to set up similar networks are provided with inputs on how to collaborate beyond institutional boundaries.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127318341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v15i02/55-68
Nancy Fox Edele
This preliminary study documents and explores the myriad ways that asynchronous online forums (AOFs) are high-impact practices (HIPs) and have the potential to create a community in the online class. The project focuses on the structured reflections of 450 writing students at the University of West Florida, a large public university in the southeastern United States, from Spring 2020 to early Autumn 2021—throughout the COVID-19 quarantine—and presents the experience in their voices and through their eyes. While the literature in HIPs is replete with analyses and applications, there is a gap in the study of online writing instruction. This research, as a prelude to an extended pilot study in 2021–2022, consists of metacognitive writing that can be productively analyzed in light of HIPs as a component of the agile classroom, one that is based on collaboration and innovation. The most surprising and exciting discovery is that students themselves signal the deepest impact of AOFs on the class and the university community. This study offers informed and specific recommendations, including forum assignments, to implement and develop this HIP across the curriculum. Further, given the impact of COVID-19 on the university community, the study provides fellow educators with student insight and proven methods for improvement in online instruction, particularly for vulnerable student populations.
这项初步研究记录并探索了异步在线论坛(AOFs)作为高影响力实践(HIPs)的无数方式，并具有在在线课堂中创建社区的潜力。该项目重点关注美国东南部一所大型公立大学西佛罗里达大学(University of West Florida) 450名写作学生从2020年春季到2021年初秋——在整个COVID-19隔离期间——的结构化反思，并通过他们的声音和眼睛呈现他们的经历。虽然关于在线写作教学的文献分析和应用都很丰富，但对在线写作教学的研究还存在空白。作为2021-2022年扩展试点研究的前奏，这项研究包括元认知写作，可以根据HIPs作为敏捷课堂的组成部分进行有效分析，这是基于协作和创新的。最令人惊讶和兴奋的发现是，学生本身表明了AOFs对班级和大学社区的最深影响。本研究提供了明智和具体的建议，包括论坛作业，以在整个课程中实施和发展这种HIP。此外，鉴于2019冠状病毒病对大学社区的影响，该研究为教育工作者提供了学生的见解和行之有效的方法，以改进在线教学，特别是针对弱势学生群体。
{"title":"“This Class Is Not Just a Class. It Really Is a Community”: The Potential of Online Forums as High-Impact Practices and Sites of Agile Teaching and Learning","authors":"Nancy Fox Edele","doi":"10.18848/1835-9795/cgp/v15i02/55-68","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v15i02/55-68","url":null,"abstract":"This preliminary study documents and explores the myriad ways that asynchronous online forums (AOFs) are high-impact practices (HIPs) and have the potential to create a community in the online class. The project focuses on the structured reflections of 450 writing students at the University of West Florida, a large public university in the southeastern United States, from Spring 2020 to early Autumn 2021—throughout the COVID-19 quarantine—and presents the experience in their voices and through their eyes. While the literature in HIPs is replete with analyses and applications, there is a gap in the study of online writing instruction. This research, as a prelude to an extended pilot study in 2021–2022, consists of metacognitive writing that can be productively analyzed in light of HIPs as a component of the agile classroom, one that is based on collaboration and innovation. The most surprising and exciting discovery is that students themselves signal the deepest impact of AOFs on the class and the university community. This study offers informed and specific recommendations, including forum assignments, to implement and develop this HIP across the curriculum. Further, given the impact of COVID-19 on the university community, the study provides fellow educators with student insight and proven methods for improvement in online instruction, particularly for vulnerable student populations.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116267742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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