Pub Date : 1900-01-01DOI: 10.18848/1835-9795/CGP/V12I02/51-62
Elizabeth Chase
{"title":"Teacher Candidates and Culturally Relevant Pedagogy: Mapping the Terrain of Knowledge, Experience, and Further Action","authors":"Elizabeth Chase","doi":"10.18848/1835-9795/CGP/V12I02/51-62","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V12I02/51-62","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"7 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":"128904791","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/v12i02/0-0
S. Abrams
{"title":"Introduction to the Special Issue: Ethics and Innovative Pedagogies","authors":"S. Abrams","doi":"10.18848/1835-9795/cgp/v12i02/0-0","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i02/0-0","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"36 7-8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114037081","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/v12i01/1-11
Camilo Vieira Mejía, Deisy Johana Macias, Claudia Maria Zea Restrepo, Glòria Perez, M. Ospina, Juan Guillermo Lalinde Pulido, Diego Ernesto Leal Fonseca
Initiatives that have brought information and communication technologies into classrooms across the world often struggle to engage the school community to effectively use them. At the same time, involving students in extracurricular activities at school has demonstrated to bring benefits in student motivation and academic achievement. This paper explores how Colombian K-12 students experience their participation in networks created –both at school and city level– to manage educational technologies in their schools, under the lens of self-determination theory. The results suggest that student participation in these networks supports the development of the three psychological needs supporting intrinsic motivation: competence, autonomy, and relatedness. Students feel competent after participating in workshops and learning activities designed to support their responsibilities as members of the network; students feel the need to investigate and become more competent to be able to support teachers, other students and their own families; students demonstrate autonomy by proposing activities within the network that may benefit their school and the school community; finally, students report changes in their relationship with teachers and other students as they become recognized as providers of technological support to their communities
{"title":"Engaging K–12 Students in the Management of Educational Technology in Schools: A Strategy for Self-determination Development","authors":"Camilo Vieira Mejía, Deisy Johana Macias, Claudia Maria Zea Restrepo, Glòria Perez, M. Ospina, Juan Guillermo Lalinde Pulido, Diego Ernesto Leal Fonseca","doi":"10.18848/1835-9795/cgp/v12i01/1-11","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i01/1-11","url":null,"abstract":"Initiatives that have brought information and communication technologies into classrooms across the world often struggle to engage the school community to effectively use them. At the same time, involving students in extracurricular activities at school has demonstrated to bring benefits in student motivation and academic achievement. This paper explores how Colombian K-12 students experience their participation in networks created –both at school and city level– to manage educational technologies in their schools, under the lens of self-determination theory. The results suggest that student participation in these networks supports the development of the three psychological needs supporting intrinsic motivation: competence, autonomy, and relatedness. Students feel competent after participating in workshops and learning activities designed to support their responsibilities as members of the network; students feel the need to investigate and become more competent to be able to support teachers, other students and their own families; students demonstrate autonomy by proposing activities within the network that may benefit their school and the school community; finally, students report changes in their relationship with teachers and other students as they become recognized as providers of technological support to their communities","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"23 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":"132944771","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}
While distance education (DE) has burgeoned over the past twenty years and is permitting greater access to higher education (college and university), student persistence and quality of learning remain problematic. Promoting dialogue or work among peers is sometimes seen as a solution, but the techno-pedagogical devices for doing so are varied and their impacts poorly understood. This is what motivated this review and analysis of the techno-pedagogical devices introduced in Canadian colleges and universities to encourage distance interaction. Our systematic review examines sixty studies published between January 2005 and December 2014. It establishes a typology of research problems in the field that identifies four main research questions as well as a typology of techno-pedagogical devices based on their goals. These studies reveal that interaction and collaborative work are challenging for learners who are extremely concerned about the restraints relating to time flexibility, disregarding the opportunities offered. However, the studies also show that when students do interact and collaborate, which is the case in authentic learning situations targeting skills development, they derive satisfaction from social linkages with their peers and are likely to achieve deep learning.
{"title":"Peer-Communication in Distance Education: Perspectives and Challenges","authors":"Cathia Papi, Gustavo Adolfo Angulo Mendoza, Caroline Brassard, Jean-Luc Bédard, Christine Sarpentier","doi":"10.18848/1835-9795/CGP/V12I01/13-33","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V12I01/13-33","url":null,"abstract":"While distance education (DE) has burgeoned over the past twenty years and is permitting greater access to higher education (college and university), student persistence and quality of learning remain problematic. Promoting dialogue or work among peers is sometimes seen as a solution, but the techno-pedagogical devices for doing so are varied and their impacts poorly understood. This is what motivated this review and analysis of the techno-pedagogical devices introduced in Canadian colleges and universities to encourage distance interaction. Our systematic review examines sixty studies published between January 2005 and December 2014. It establishes a typology of research problems in the field that identifies four main research questions as well as a typology of techno-pedagogical devices based on their goals. These studies reveal that interaction and collaborative work are challenging for learners who are extremely concerned about the restraints relating to time flexibility, disregarding the opportunities offered. However, the studies also show that when students do interact and collaborate, which is the case in authentic learning situations targeting skills development, they derive satisfaction from social linkages with their peers and are likely to achieve deep learning.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"12 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":"133333466","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/V12I02/25-38
Michelle Rippy, Monica Muñoz
{"title":"Integration of Engaging Social Justice Assignments into Online Courses","authors":"Michelle Rippy, Monica Muñoz","doi":"10.18848/1835-9795/CGP/V12I02/25-38","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V12I02/25-38","url":null,"abstract":"","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":"129570120","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/v14i02/63-72
Lampeto Efthymiou, T. Monahan
{"title":"Virtual International Program: Transformational Pedagogy for Global Preparation","authors":"Lampeto Efthymiou, T. Monahan","doi":"10.18848/1835-9795/cgp/v14i02/63-72","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v14i02/63-72","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"32 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":"124129399","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/v15i01/51-68
Harvey S. Hyman, Ian O'Toole, Rick Will
This article explores the problem of how to maintain student engagement outside of the physical classroom. Both in-person and online delivery are studied. The treatment/solution method applied is the use of a collaboration tool. The results reported here are the student interactions, participation, and recorded experiences using a collaboration tool as a platform to support project-based group exercises. The results of using two different collaboration tools are reported (Google Hangouts and Slack). The study was completed prior to the outbreak of COVID-19, and it revealed newly discovered advantages and also some emerging performance limitations for the use of collaboration tools that can be applied to the post-COVID academic environment. The described approach proposes a prescription for how collaboration tools can facilitate student engagement through the primary effect of teamwork resulting from an increase in frequency and ease of communication between students within groups and between students and the instructor. The findings describe the significance of how collaboration tools can improve the online classroom experience that traditionally has relied almost exclusively on asynchronous feedback and contact methods and, also, how collaboration tools enhance in-person delivery by increasing communication and by providing opportunities to distribute materials and updates between class meetings. The conclusion section of the article provides a summary and a narrative checklist of suggestions for instructors looking to implement methods similar to what is discussed here and a prescription for a robust framework to deliver course materials and for supporting student engagement in the post-COVID-19 academic environment.
{"title":"“Slacking” for Success: A Post-COVID-19 Approach for Increasing Student Engagement beyond the Physical Classroom, Using Collaboration Tools with Team-Based and Project-Based Learning","authors":"Harvey S. Hyman, Ian O'Toole, Rick Will","doi":"10.18848/1835-9795/cgp/v15i01/51-68","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v15i01/51-68","url":null,"abstract":"This article explores the problem of how to maintain student engagement outside of the physical classroom. Both in-person and online delivery are studied. The treatment/solution method applied is the use of a collaboration tool. The results reported here are the student interactions, participation, and recorded experiences using a collaboration tool as a platform to support project-based group exercises. The results of using two different collaboration tools are reported (Google Hangouts and Slack). The study was completed prior to the outbreak of COVID-19, and it revealed newly discovered advantages and also some emerging performance limitations for the use of collaboration tools that can be applied to the post-COVID academic environment. The described approach proposes a prescription for how collaboration tools can facilitate student engagement through the primary effect of teamwork resulting from an increase in frequency and ease of communication between students within groups and between students and the instructor. The findings describe the significance of how collaboration tools can improve the online classroom experience that traditionally has relied almost exclusively on asynchronous feedback and contact methods and, also, how collaboration tools enhance in-person delivery by increasing communication and by providing opportunities to distribute materials and updates between class meetings. The conclusion section of the article provides a summary and a narrative checklist of suggestions for instructors looking to implement methods similar to what is discussed here and a prescription for a robust framework to deliver course materials and for supporting student engagement in the post-COVID-19 academic environment.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"20 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":"123742042","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/v16i02/49-67
Xiao Shu Xu, Yang Guo, M. Zhang, Yunfeng Zhang, Rong Zheng
{"title":"Personal Learning Environment Rubric from Teacher and Teaching Perspective: An Exploratory Factor Analysis","authors":"Xiao Shu Xu, Yang Guo, M. Zhang, Yunfeng Zhang, Rong Zheng","doi":"10.18848/1835-9795/cgp/v16i02/49-67","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v16i02/49-67","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"37 2 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":"121695680","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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