Ubiquitous Learning: An International Journal最新文献

{"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of the digital infrastructure for more than three decades, educational institutions find themselves unprepared and outdated to resume teaching on digital learning environments during the social isolation caused by the COVID pandemic.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}

{"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}

{"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}

{"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}

{"title":"Using Twitter to Increase L2 Interaction: Findings from a High-Functioning Japanese University ESL Class","authors":"Theodore Bonnah","doi":"10.18848/1835-9795/CGP/V12I01/35-53","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V12I01/35-53","url":null,"abstract":"ING AND INDEXING For a full list of databases in which this journal is indexed, please visit http://ubi-learn.com/journal. RESEARCH NETWORK MEMBERSHIP Authors in Ubiquitous Learning: An International Journal are members of the e-Learning Research Network or a thematically related Research Network. Members receive access to journal content. To find out more, visit http://ubi-learn.com/about/become-a-member. SUBSCRIPTIONS Ubiquitous Learning: An International Journal is available in electronic and print formats. Subscribe to gain access to content from the current year and the entire backlist. Contact us at support@cgnetworks.org. ORDERING Single articles and issues are available from the journal bookstore at http://cgscholar.com/bookstore. HYBRID OPEN ACCESS Ubiquitous Learning: An International Journal is Hybrid Open Access, meaning authors can choose to make their articles open access. This allows their work to reach an even wider audience, broadening the dissemination of their research. To find out more, please visit http://ubi-learn.com/journal/hybrid-open-access. DISCLAIMER The authors, editors, and publisher will not accept any legal responsibility for any errors or omissions that may have been made in this publication. The publisher makes no warranty, express or implied, with respect to the material contained herein. Ubiquitous Learning: An International Journal Volume 12, Issue 1, 2019, http://ubi-learn.com © Common Ground Research Networks, Theodore Bonnah, All Rights Reserved. Permissions: support@cgnetworks.org ISSN: 1835-3669 (Print) http://doi.org/###################### (Article) Using Twitter to Increase L2 Interaction: Findings from a High-Functioning Japanese University ESL Class Theodore Bonnah, Kobe International University, Japan Abstract: In recent years, Twitter has commanded research attention in domains from digital sociology to language pedagogy. This paper explores how daily tweeting allows Japanese university students at the intermediate end of English as a Second Language (ESL) studies to exercise and improve their interactive competencies. The aim was threefold: first, to increase both production and exposure, leading to improved definition of the identity of the L2 user self. Second, to extend learning beyond the classroom and class times, creating a technologically enhanced transformative pedagogy that transferred power to the learner. Lastly, to promote the interactive capability of students through interactions between students, with the teacher, and extending to the global Twitter community for social justice pedagogy. The author uses Discourse Analysis (DA) to contextualize both the methods and findings, and offers suggestions for using Social Network Analysis (SNA) to uncover the interactive gains of using Twitter in this way. In recent years, Twitter has commanded research attention in domains from digital sociology to language pedagogy. This paper explores how daily tweeting allows Japanese university students ","PeriodicalId":153555,"journal":{"name":"Ubiquitous Learning: An International Journal","volume":"8 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":"124305622","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}

{"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}

{"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}

{"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}

{"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}

{"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}