Ubiquitous Learning: An International Journal最新文献_第3页

Teacher Candidates and Culturally Relevant Pedagogy: Mapping the Terrain of Knowledge, Experience, and Further Action 教师候选人与文化相关教学法:绘制知识、经验和进一步行动的地形

Ubiquitous Learning: An International Journal Pub Date : 1900-01-01 DOI: 10.18848/1835-9795/CGP/V12I02/51-62

Elizabeth Chase

引用次数: 0

Introduction to the Special Issue: Ethics and Innovative Pedagogies 特刊导论:伦理与创新教学法

Ubiquitous Learning: An International Journal Pub Date : 1900-01-01 DOI: 10.18848/1835-9795/cgp/v12i02/0-0

S. Abrams

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Engaging K–12 Students in the Management of Educational Technology in Schools: A Strategy for Self-determination Development 让K-12学生参与学校教育技术管理:一种自主发展的策略

Ubiquitous Learning: An International Journal Pub Date : 1900-01-01 DOI: 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

{"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}

引用次数: 0

Peer-Communication in Distance Education: Perspectives and Challenges 远程教育中的同伴交流:观点与挑战

Ubiquitous Learning: An International Journal Pub Date : 1900-01-01 DOI: 10.18848/1835-9795/CGP/V12I01/13-33

Cathia Papi, Gustavo Adolfo Angulo Mendoza, Caroline Brassard, Jean-Luc Bédard, Christine Sarpentier

{"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}

引用次数: 1

Applying Fuzzy Logic to Customize Learning Materials in e-Learning Systems 模糊逻辑在电子学习系统学习材料定制中的应用

Ubiquitous Learning: An International Journal Pub Date : 1900-01-01 DOI: 10.18848/1835-9795/cgp/v14i02/49-61

S. Ulfa, Deddy Barnabas Lasfeto, Izzul Fatawi

引用次数: 1

Integration of Engaging Social Justice Assignments into Online Courses 参与社会正义作业与线上课程的整合

Ubiquitous Learning: An International Journal Pub Date : 1900-01-01 DOI: 10.18848/1835-9795/CGP/V12I02/25-38

Michelle Rippy, Monica Muñoz

引用次数: 0

Teachers’ Attitudes toward Remote Instruction during the COVID-19 Pandemic in the UAE 新冠肺炎疫情期间阿联酋教师对远程教学的态度

Ubiquitous Learning: An International Journal Pub Date : 1900-01-01 DOI: 10.18848/1835-9795/CGP/V14I02/21-32

K. Al-Tkhayneh

{"title":"Teachers’ Attitudes toward Remote Instruction during the COVID-19 Pandemic in the UAE","authors":"K. Al-Tkhayneh","doi":"10.18848/1835-9795/CGP/V14I02/21-32","DOIUrl":"https://doi.org/10.18848/1835-9795/CGP/V14I02/21-32","url":null,"abstract":"COVID-19 pandemic is a global catastrophe that has negatively impacted people’s ability to sustain normal life after its outbreak. This virus is regarded as the greatest challenge that faces governments and civil society organizations around the globe. Educational institutions were among the first ones that took action to deal with the damages caused by the pandemic. However, some problems have prevented the progress of the online teaching process. In this study, the researcher discusses the effects of the social and physical challenges on the progress of online teaching encountered by teachers who are working from home. Specifically, the study aims to explore the social and physical factors that could influence the teaching methods teachers normally use. The study included a sample of 338 male and female teachers in Al Ain, the United Arab Emirates, who used an electronic platform as an alternative plan to share knowledge since classrooms were unavailable for use. The participants filled in a questionnaire which was distributed via social media platforms. Furthermore, the researcher studied the differences between the participants’ responses and attempted to establish a relationship between the standard deviation values and a group of variables, that is, gender, sector, and marital status. The study concluded with some recommendations to enhance teachers’ performance and help them deal with the workload without getting nervous or depressed. © Common Ground Research Networks, Khawlah M. AL-Tkhayneh, All Rights Reserved.","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":"130024322","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}

引用次数: 0

Virtual International Program: Transformational Pedagogy for Global Preparation 虚拟国际课程:全球准备的转型教学法

Ubiquitous Learning: An International Journal Pub Date : 1900-01-01 DOI: 10.18848/1835-9795/cgp/v14i02/63-72

Lampeto Efthymiou, T. Monahan

引用次数: 0

“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 “懈怠”促成功:covid -19后提高学生参与度的方法，利用协作工具与基于团队和项目的学习

Ubiquitous Learning: An International Journal Pub Date : 1900-01-01 DOI: 10.18848/1835-9795/cgp/v15i01/51-68

Harvey S. Hyman, Ian O'Toole, Rick Will

{"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}

引用次数: 0

Personal Learning Environment Rubric from Teacher and Teaching Perspective: An Exploratory Factor Analysis 教师与教学视角下的个人学习环境:探索性因素分析

Ubiquitous Learning: An International Journal Pub Date : 1900-01-01 DOI: 10.18848/1835-9795/cgp/v16i02/49-67

Xiao Shu Xu, Yang Guo, M. Zhang, Yunfeng Zhang, Rong Zheng

引用次数: 0