Pub Date : 1900-01-01DOI: 10.18848/1835-9795/CGP/V12I03/9-18
Elgloria A. Harrison, Morris Thomas
{"title":"Employing the ENHANCE Learning Model to Inform a High-Impact Course Design","authors":"Elgloria A. Harrison, Morris Thomas","doi":"10.18848/1835-9795/CGP/V12I03/9-18","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V12I03/9-18","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"115 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":"128687895","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/v14i01/65-75
Ramón Montes-Rodríguez, Belén Massó Guijarro
{"title":"New Learning Concepts for a New Digital Era: From Edupunk to Expanded Education","authors":"Ramón Montes-Rodríguez, Belén Massó Guijarro","doi":"10.18848/1835-9795/cgp/v14i01/65-75","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v14i01/65-75","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"32 11 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":"125708431","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/v16i02/17-34
Micheal M. van Wyk
In recent decades, research studies on the flipped class pedagogy strategy have shown significant educational benefits in student learning across subjects and contexts. This investigation determines students' views of pedagogical dimensions as drivers of the functionality of the flipped pedagogy in a teaching methodology course at an Open and Distance eLearning (ODeL) university. An explanatory qualitative design was employed using virtual videoconferencing to collect data. Fourth-year Bachelor of Education (BEd) and Postgraduate Certificate of Education (PGCE) (n = 12) student teachers were purposively selected. This study contributes to the literature of pedagogical dimensions that drives the functionality of the flipped learning in an ODeL context. Furthermore, this exploratory study makes an educational contribution to the practical implementation for future research purposes. Future research may extend the inquiry into other pedagogical dimensions by examining the effect of motivational factors such as self-efficacy of student teachers.
{"title":"Pedagogical Dimensions as Drivers in the Functionality of the Flipped Pedagogy during the COVID-19 Pandemic","authors":"Micheal M. van Wyk","doi":"10.18848/1835-9795/cgp/v16i02/17-34","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v16i02/17-34","url":null,"abstract":"In recent decades, research studies on the flipped class pedagogy strategy have shown significant educational benefits in student learning across subjects and contexts. This investigation determines students' views of pedagogical dimensions as drivers of the functionality of the flipped pedagogy in a teaching methodology course at an Open and Distance eLearning (ODeL) university. An explanatory qualitative design was employed using virtual videoconferencing to collect data. Fourth-year Bachelor of Education (BEd) and Postgraduate Certificate of Education (PGCE) (n = 12) student teachers were purposively selected. This study contributes to the literature of pedagogical dimensions that drives the functionality of the flipped learning in an ODeL context. Furthermore, this exploratory study makes an educational contribution to the practical implementation for future research purposes. Future research may extend the inquiry into other pedagogical dimensions by examining the effect of motivational factors such as self-efficacy of student teachers.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"123 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":"125470331","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/v12i03/41-60
R. Shroff, F. Ting, W. Lam
{"title":"A Conceptual Framework for Immersion and Flow in Digital Game-based Learning: An Example of a Game-based Classroom Response System","authors":"R. Shroff, F. Ting, W. Lam","doi":"10.18848/1835-9795/cgp/v12i03/41-60","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i03/41-60","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"109 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":"124239642","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/v15i02/37-53
V. Riabov
The COVID-19 pandemic has drastically changed many aspects of people’s lives, including all forms of education. Online studies and distance learning have become a reality across the globe. This study offers a detailed review of the effectiveness of “traditional” virtual class activities (online lectures with recordings, video conferencing, and virtual lab demonstrations) as well as openly-accessed educational resources (digital libraries, collections of the digitized films and videos, free-license software tools, hands-on lab tutorials, and project-development environments and infrastructures) that could be effectively used by instructors and students to enrich STEM educational activities. The case studies overview the necessity of improving students’ self-study skills, online tutoring, faculty training, new partnerships between academic institutions and high-tech companies, the role of multimedia platforms, and financial-support opportunities. The challenges of unresolved issues (remote internship, constraints of old-style professional certification examinations and learning-outcome assessments, and violations of students’ privacy in Cloud and social-media communications) are addressed.
{"title":"Enriching STEM Curricula with Electronic Resources for Teaching Online","authors":"V. Riabov","doi":"10.18848/1835-9795/cgp/v15i02/37-53","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v15i02/37-53","url":null,"abstract":"The COVID-19 pandemic has drastically changed many aspects of people’s lives, including all forms of education. Online studies and distance learning have become a reality across the globe. This study offers a detailed review of the effectiveness of “traditional” virtual class activities (online lectures with recordings, video conferencing, and virtual lab demonstrations) as well as openly-accessed educational resources (digital libraries, collections of the digitized films and videos, free-license software tools, hands-on lab tutorials, and project-development environments and infrastructures) that could be effectively used by instructors and students to enrich STEM educational activities. The case studies overview the necessity of improving students’ self-study skills, online tutoring, faculty training, new partnerships between academic institutions and high-tech companies, the role of multimedia platforms, and financial-support opportunities. The challenges of unresolved issues (remote internship, constraints of old-style professional certification examinations and learning-outcome assessments, and violations of students’ privacy in Cloud and social-media communications) are addressed.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"1 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":"130972261","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/V12I02/1-24
R. V. Haren, Jessica Harroun
{"title":"CGScholar’s Analytics: Progress to Mastery Learning","authors":"R. V. Haren, Jessica Harroun","doi":"10.18848/1835-9795/CGP/V12I02/1-24","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V12I02/1-24","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"57 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":"132724158","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/v13i02/57-68
J. Byrne
{"title":"Southeast Asian Short-Burst Parameters for Autonomous Mobile Learning: One Step toward Automated Situated MALL","authors":"J. Byrne","doi":"10.18848/1835-9795/cgp/v13i02/57-68","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v13i02/57-68","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"214 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":"122973311","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/v12i04/1-13
Micheal. M. van Wyk
{"title":"Students’ Perceptions of the Flipped Classroom Pedagogy in an Open Distance e-Learning University","authors":"Micheal. M. van Wyk","doi":"10.18848/1835-9795/cgp/v12i04/1-13","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i04/1-13","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"41 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":"124467162","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/v12i04/37-57
L. McCashin, Lynn M. McGarvey, Mike Carbonaro, C.-W. Yuen
{"title":"Assessing Spatial Geometry through Digital Gameplay in a Minecraft Summer Camp","authors":"L. McCashin, Lynn M. McGarvey, Mike Carbonaro, C.-W. Yuen","doi":"10.18848/1835-9795/cgp/v12i04/37-57","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i04/37-57","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"49 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":"125987444","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/v16i01/13-29
Marlie Williams, Jennifer A. Botello, Ollie Bogdon
School districts and universities around the nation were forced to increase use of technology to meet the educational needs of their students and community with the onset of COVID-19. With varying levels of expertise and resources in using technology as an educational tool, many districts and teachers struggled through this transition. This article explores the success of a midwestern urban school district in the United States and the cooperative engagement with a neighboring small public university. The school district capitalized on the leadership of a courageous administrator’s gift in building efficacious collaborative cultures in a K–12 setting and created a successful program implemented through the 2020–2021 academic year. Keeping the e-learning in-house resulted in substantial savings. When teacher candidates from the neighboring small public university began student teaching in the district’s Virtual Academy, the university’s education faculty quickly realized that a stronger partnership with the district could help faculty better prepare teacher candidates to meet the changing educational technology fluency needs. The district’s academic success and the university’s theoretical knowledge provided opportunities for discussion and training. The education faculty collaborated with field practitioners to better understand the needs of this new “normal.” As a result, some university education faculty gained more technical knowledge and embedded Technological Pedagogical Knowledge (TPACK) and the (S) Substitution, (A) Augmentation, (M) Modification, and (R) Redefinition (SAMR) model recommendations within courses. From this, pivotal shifts grew using the International Society for Technology in Education (ISTE), SAMR, and TPACK foundations in the Education Preparation Programs (EPPs).
{"title":"Navigating Necessary Change: Leadership through Technology Transformation","authors":"Marlie Williams, Jennifer A. Botello, Ollie Bogdon","doi":"10.18848/1835-9795/cgp/v16i01/13-29","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v16i01/13-29","url":null,"abstract":"School districts and universities around the nation were forced to increase use of technology to meet the educational needs of their students and community with the onset of COVID-19. With varying levels of expertise and resources in using technology as an educational tool, many districts and teachers struggled through this transition. This article explores the success of a midwestern urban school district in the United States and the cooperative engagement with a neighboring small public university. The school district capitalized on the leadership of a courageous administrator’s gift in building efficacious collaborative cultures in a K–12 setting and created a successful program implemented through the 2020–2021 academic year. Keeping the e-learning in-house resulted in substantial savings. When teacher candidates from the neighboring small public university began student teaching in the district’s Virtual Academy, the university’s education faculty quickly realized that a stronger partnership with the district could help faculty better prepare teacher candidates to meet the changing educational technology fluency needs. The district’s academic success and the university’s theoretical knowledge provided opportunities for discussion and training. The education faculty collaborated with field practitioners to better understand the needs of this new “normal.” As a result, some university education faculty gained more technical knowledge and embedded Technological Pedagogical Knowledge (TPACK) and the (S) Substitution, (A) Augmentation, (M) Modification, and (R) Redefinition (SAMR) model recommendations within courses. From this, pivotal shifts grew using the International Society for Technology in Education (ISTE), SAMR, and TPACK foundations in the Education Preparation Programs (EPPs).","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"1 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":"126463948","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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