Pub Date : 1900-01-01DOI: 10.18848/1835-9795/cgp/v15i01/37-50
Soraya García-Sánchez
{"title":"Ubiquitous Digital Literacy and English Language Education: A Systematic Review","authors":"Soraya García-Sánchez","doi":"10.18848/1835-9795/cgp/v15i01/37-50","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v15i01/37-50","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"45 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":"123904142","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/v17i01/35-51
Adva Margaliot
{"title":"Preservice Teachers’ Beliefs about Their Future Teaching due to Their Massive Online Learning Experience","authors":"Adva Margaliot","doi":"10.18848/1835-9795/cgp/v17i01/35-51","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v17i01/35-51","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"30 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":"116772956","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/v12i02/39-50
Fran C. Blumberg, Rachel M. Flynn, E. Kleinknecht, Ashley A. Ricker
{"title":"Cognitive Development and Gaming in the Digital Age","authors":"Fran C. Blumberg, Rachel M. Flynn, E. Kleinknecht, Ashley A. Ricker","doi":"10.18848/1835-9795/cgp/v12i02/39-50","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i02/39-50","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"152 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":"127312747","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}
This pedagogical study performed a comparative analysis of student inquiry emails in a self-access English-as-a-foreign-language vocabulary course before and during the COVID-19 pandemic and aimed to devise measures to reduce the volume of inquiries. During the pandemic, the number of inquiries increased considerably because of the university-wide shift to online courses. This not only caused frustration for students but also increased the burden on teachers to respond to these inquiries. Our data indicated the need to envision different approaches to handling inquiries because the causes of the inquiries before and during the pandemic varied considerably. Based on the results of the Pareto analysis, we devised a set of measures focusing on the four causes of inquiries: (1) missing or misunderstanding teacher instructions, (2) applications and reports for retaking tests, (3) reporting problems or asking questions on the operation of information and communications technology (ICT), and (4) wrong choices of contact points.
{"title":"Addressing the Burden of Inquiries for English-as-a-Foreign-Language Students in a Self-Access Vocabulary Course","authors":"Shuichi Amano, Kazumichi Enokida, Mitsuhiro Morita, Tatsuya Sakaue, Yuka Yamauchi","doi":"10.18848/1835-9795/cgp/v16i02/35-48","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v16i02/35-48","url":null,"abstract":"This pedagogical study performed a comparative analysis of student inquiry emails in a self-access English-as-a-foreign-language vocabulary course before and during the COVID-19 pandemic and aimed to devise measures to reduce the volume of inquiries. During the pandemic, the number of inquiries increased considerably because of the university-wide shift to online courses. This not only caused frustration for students but also increased the burden on teachers to respond to these inquiries. Our data indicated the need to envision different approaches to handling inquiries because the causes of the inquiries before and during the pandemic varied considerably. Based on the results of the Pareto analysis, we devised a set of measures focusing on the four causes of inquiries: (1) missing or misunderstanding teacher instructions, (2) applications and reports for retaking tests, (3) reporting problems or asking questions on the operation of information and communications technology (ICT), and (4) wrong choices of contact points.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"10 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":"126143290","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/v16i01/31-54
G. Olasina
The impressive development of augmented reality (AR) tools in higher education is instructive. AR applications and activities have not yet been reviewed in their entirety. Lecturers need to take full advantage of AR. The critical questions of this study include whether university lecturers are ready to use AR to drive and complement their teaching and social and cognitive presence with online and hybrid or blended learning, as well as the challenges of AR in teaching and learning. The structure is based on a broad literature review, and the presentation is domesticated. First, COVID-19 and higher education background and associated crisis response and management are discussed. Then the existing challenges of online and blended learning are outlined. AR and associated projections are unpacked, followed by an illumination of AR teaching and activities and challenges. A review of existing literature frames a high fragmentation among various tools, software, and AR apps, leading to increased complexity for adapting the systems to teaching and learning. The discussion illuminates the shortcomings of AR. There is a need for a well-thought-out approach to integrating AR apps into online and blended learning in higher education, addressing stakeholder needs, diversity, and inclusion and expanding a critical discussion on transformative AR teaching and learning. This article outlines the associations between subsets of this body of work on AR activities in teaching and learning in higher education and highlights existing challenges for a multidisciplinary higher education community.
{"title":"Augmented Reality in Higher Education: The New Reality of Teaching and Learning during and Post-COVID-19","authors":"G. Olasina","doi":"10.18848/1835-9795/cgp/v16i01/31-54","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v16i01/31-54","url":null,"abstract":"The impressive development of augmented reality (AR) tools in higher education is instructive. AR applications and activities have not yet been reviewed in their entirety. Lecturers need to take full advantage of AR. The critical questions of this study include whether university lecturers are ready to use AR to drive and complement their teaching and social and cognitive presence with online and hybrid or blended learning, as well as the challenges of AR in teaching and learning. The structure is based on a broad literature review, and the presentation is domesticated. First, COVID-19 and higher education background and associated crisis response and management are discussed. Then the existing challenges of online and blended learning are outlined. AR and associated projections are unpacked, followed by an illumination of AR teaching and activities and challenges. A review of existing literature frames a high fragmentation among various tools, software, and AR apps, leading to increased complexity for adapting the systems to teaching and learning. The discussion illuminates the shortcomings of AR. There is a need for a well-thought-out approach to integrating AR apps into online and blended learning in higher education, addressing stakeholder needs, diversity, and inclusion and expanding a critical discussion on transformative AR teaching and learning. This article outlines the associations between subsets of this body of work on AR activities in teaching and learning in higher education and highlights existing challenges for a multidisciplinary higher education community.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"58 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":"126197776","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/v12i03/19-39
Walter Rodriguez, Taylor Bass, David Souza, J. Lynch, Michael Lystad, Ashley White
{"title":"Improving Persistence via Student-Support Applications","authors":"Walter Rodriguez, Taylor Bass, David Souza, J. Lynch, Michael Lystad, Ashley White","doi":"10.18848/1835-9795/cgp/v12i03/19-39","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v12i03/19-39","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"34 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":"122412514","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/v16i02/69-99
John R. Kleinpeter
{"title":"Shifting Preferences in Design Education: Students’ Favorability Ratings regarding Online Instruction","authors":"John R. Kleinpeter","doi":"10.18848/1835-9795/cgp/v16i02/69-99","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v16i02/69-99","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"21 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":"130396767","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/v14i02/73-84
K. Sukon
The COVID-19 pandemic, prolonged social unrest, and hospitalization for a long duration are forcing conventional universities to negotiate a sudden shift to blended learning, or “blearning,” to avoid interruption of studies. Unfortunately, success in a traditional environment does not necessarily guarantee success in the “blearning” environment. Moreover, regulatory authorities such as Office for Students in the United Kingdom have set up student protection plans to ensure that the student continues to benefit from a fulfilling learning experience when there is a change in operation, such as the digital shift in teaching. This article presents a new practical model called the practical (blended) teaching and “blearning” method (PTBM) and discusses the ingredients necessary to ensure that the transition to “blearning” does not affect satisfaction among learners and tutors negatively. It also defines “blearning” to establish it as an integrated process so that it is no longer presented as a mixed or hybrid model. The model, based on a comprehensive literature review and compilation of best practices, attempts to address various challenges of blended learning identified by researchers. It aims to enhance the learning experience so that learners feel independent but not isolated.
新型冠状病毒感染症(COVID-19病毒)大流行、长期的社会动荡、长期住院治疗等，传统大学为了避免中断学习，不得不突然转向混合式学习(blearning)。不幸的是，在传统环境中取得成功并不一定保证在“新学习”环境中取得成功。此外，英国的学生办公室(Office for Students)等监管机构已经制定了学生保护计划，以确保学生在操作发生变化(例如教学的数字化转变)时继续从充实的学习体验中受益。本文提出了一种新的实践模式，称为实践(混合)教学和“深度学习”方法(PTBM)，并讨论了确保向“深度学习”过渡不会对学习者和导师的满意度产生负面影响的必要因素。它还定义了“深度学习”，以将其建立为一个集成的过程，从而不再以混合或混合模型的形式呈现。该模型基于全面的文献综述和最佳实践的汇编，试图解决研究人员确定的混合学习的各种挑战。它旨在增强学习体验，使学习者感到独立而不是孤立。
{"title":"A Practical (Blended) Teaching and “Blearning” Model","authors":"K. Sukon","doi":"10.18848/1835-9795/cgp/v14i02/73-84","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v14i02/73-84","url":null,"abstract":"The COVID-19 pandemic, prolonged social unrest, and hospitalization for a long duration are forcing conventional universities to negotiate a sudden shift to blended learning, or “blearning,” to avoid interruption of studies. Unfortunately, success in a traditional environment does not necessarily guarantee success in the “blearning” environment. Moreover, regulatory authorities such as Office for Students in the United Kingdom have set up student protection plans to ensure that the student continues to benefit from a fulfilling learning experience when there is a change in operation, such as the digital shift in teaching. This article presents a new practical model called the practical (blended) teaching and “blearning” method (PTBM) and discusses the ingredients necessary to ensure that the transition to “blearning” does not affect satisfaction among learners and tutors negatively. It also defines “blearning” to establish it as an integrated process so that it is no longer presented as a mixed or hybrid model. The model, based on a comprehensive literature review and compilation of best practices, attempts to address various challenges of blended learning identified by researchers. It aims to enhance the learning experience so that learners feel independent but not isolated.","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"52 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":"114502093","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/v13i01/1-28
S. Coopman, Ted M. Coopman
ING AND INDEXING For a full list of databases in which this journal is indexed, please visit https://ubi-learn.com/journal. RESEARCH NETWORK MEMBERSHIP Authors in Ubiquitous Learning: An International Journal are members ofthe e-Learning Research Network or a thematically related Research Network. Members receive access to journal content. To find out more, visit https://ubi-learn.com/about/become-a-member.
{"title":"ExperientialLearning@SocialMedia.edu: Using the Tech Start-Up Concept to Train, Engage, and Inform Students","authors":"S. Coopman, Ted M. Coopman","doi":"10.18848/1835-9795/cgp/v13i01/1-28","DOIUrl":"https://doi.org/10.18848/1835-9795/cgp/v13i01/1-28","url":null,"abstract":"ING AND INDEXING For a full list of databases in which this journal is indexed, please visit https://ubi-learn.com/journal. RESEARCH NETWORK MEMBERSHIP Authors in Ubiquitous Learning: An International Journal are members ofthe e-Learning Research Network or a thematically related Research Network. Members receive access to journal content. To find out more, visit https://ubi-learn.com/about/become-a-member.","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":"127975139","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/V12I03/1-8
Nance S. Wilson, Vassiliki Zygouris Coe, Victoria M. Cardullo
{"title":"Expert Readers Using an iPad to Learn: Implications about the Role of Metacognition in Teaching and Learning with iPads","authors":"Nance S. Wilson, Vassiliki Zygouris Coe, Victoria M. Cardullo","doi":"10.18848/1835-9795/CGP/V12I03/1-8","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V12I03/1-8","url":null,"abstract":"","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"61 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":"131932771","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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