Pacific Journal of Technology Enhanced Learning最新文献

{"title":"Transferring and adapting XR design principles across the Pacific","authors":"C. Aguayo","doi":"10.24135/pjtel.v4i1.144","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.144","url":null,"abstract":"The use of mixed reality (MR, also XR) as an educational approach and pedagogical strategy merging real world and digital affordances along an immersive learning continuum has been explored across educational settings and contexts (Liu et al., 2017; Maas & Hughes, 2020). In a study examining purposeful educational design using free-choice and self-determined mobile learning in and outside of the classroom in the context of marine conservation education to enhance ecological literacy, an XR intervention was co-designed with primary students and partners and implemented at a marine education centre located adjacent to a marine reserve north of Auckland, in Aotearoa New Zealand (Eames & Aguayo, 2019). The design, development, and implementation of the XR intervention followed design principles and guidelines for the development of XR learning, grouped under four main areas: marine science and conservation (the context); development of ecological literacy; teaching and learning considerations; and mobile learning opportunities (the technology) (Aguayo et al., 2020). The XR intervention was named ‘Pipi’s World’, and included a set of analog and digital elements, resources and learning opportunities themed around Pipi the snapper, a young female character who could show users her world, and the positive impacts of marine conservation. Pipi’s World intervention included an augmented reality (AR) app, QR codes triggering 360 virtual reality (VR) videos, a high-end CGI (computer-generated interface) underwater VR adventure, a series of non-digital haptic experiences themed under a kelp forest (Smith, 2018), and a snorkel tour in the marine reserve. Evidence from this study indicates that the XR intervention had educational impact, by assisting some knowledge and attitude development on learners towards marine ecological literacy during and post-intervention (Eames & Aguayo, 2020).  \u0000The framework that informed Pipi’s World study was transferred, adapted, and tested during 2020-2021 in a similar marine conservation education context in Las Cruces, in central Chile. The local context presented similarities with Pipi’s world in that both projects were based within a marine education centre situated next to a marine research station and marine reserve, with educational programmes tailored to meet the local national curriculum for primary and secondary learners, in addition to learning activities for visitors from the public. From the outset the framework developed by Aguayo et al. (2020) contained design principles that are generic in many ways but flexible and adaptable enough to be locally developed, according to the specific characteristics and conditions of each educational context. Following socio-ethnographic and socio-cultural activity theory considerations and strategies (Aguayo, 2016; Engeström, 1987; Leadbetter, 2005), framed on a design-based research methodology (Amiel & Reeves, 2008), the grounding of the framework in the Chilean context consiste","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130686860","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":"Promoting self-regulated learning in higher education","authors":"Hermy Llacuna, Glenn Mason","doi":"10.24135/pjtel.v4i1.143","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.143","url":null,"abstract":"The importance of self-regulated learning is a heavily discussed topic in higher education. Existing literature indicates that self-regulated learning practices and strategies are relevant and important factors in student learning outcomes within blended and online contexts (Broadbent & Poon, 2015). According to literature, the self-regulated learner is aware of their strengths and weaknesses. They set goals, monitor their progress through self-reflection and the constant evaluation of their learning approaches, which enables them to adapt their engagement in academic-related tasks (Hawe, Lightfoot & Dixon, 2019). These are key principles of self-regulated learning, which aims to position learners as active agents in the learning process (Winne & Perry, 2000). \u0000  \u0000Studies have found that students arrive at universities without the skills or practices required for self-regulated learning (Balapumi, von Konsky, Aitken, & McMeekin, 2016). This is a crucial time for students, as they develop new ways of thinking, learning and communicating. Practices and strategies should be introduced to students as they begin their journey into tertiary studies, to ensure they are equipped with the necessary skills that are key to academic success (Lear & Li & Prentice, 2016). To develop students as independent, self-regulating learners has become a valued and desired outcome of higher education institutions, and as such they should offer opportunities to develop these skills as they progress though their studies (Hawe et al., 2019). \u0000  \u0000Therefore, to help and support students in the development and enhancement of their self-regulated learning skills, the Learn2Learn module, was developed by the Technology-Enabled-Learning (TEL) Team at Western Sydney University, and piloted to students in Autumn session, 2021. The key features and functionalities of the Learn2Learn module include, goal setting and study planning tools, lessons and content pieces informed by literature on self-regulated learning, and the ability for instructors to take a specific lesson and embed it in-line with their instructional materials within the LMS. Since its launch, there has been a consistent growth in usage. In Autumn 2021, there was a total of 427 users and 681 sessions have been initiated. Students are spending an average of approximately 8 minutes per session. In Spring 2021, there was a total of new 321 users, with 536 sessions, and an average of approximately 8 minutes per session. \u0000  \u0000More recently, three focus group sessions were conducted, consisting of 4 to 6 students. Students’ experiences with the module confirmed its value in helping their self-regulated learning practices, including, setting goals, self-reflection, planning and time management. There was also a considerable number of responses from the students that have indicated that the module could benefit the first-year transition into university. \u0000  \u0000This presentation will cover the evidence and research that informed ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116431667","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":"PJTEL Editorial 2019-2021","authors":"Thomas Cochrane, Vickel Narayan, Helen Sissons","doi":"10.24135/pjtel.v4i2.145","DOIUrl":"https://doi.org/10.24135/pjtel.v4i2.145","url":null,"abstract":"In this first editorial for the Pacific Journal of Technology Enhanced Learning, PJTEL, the lead editors reflect upon the first three years of the journal and explore the impact statistics. We also explore future directions and themes for the journal particularly in light of the impact of COVID19 on education.","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"29 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121254745","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 literature review on the use of retrospective LMS data to investigate online Teaching and Learning practices","authors":"K. Spreadborough, S. Glasser","doi":"10.24135/pjtel.v4i1.131","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.131","url":null,"abstract":"Access to high quality education is a cornerstone of social, cultural, and economic recovery after any crisis. This is also true of the global COVID-19 pandemic which has disrupted the pedagogical practices of higher education institutions around the world (Butler-Henderson, Crawford, Rudolph, Lalani, & Sabu, 2020). Digital learning has become the new-norm, and tertiary education institutions have been propelled to innovate their teaching methods by integrating digital learning through the adoption of cost-effective (Al-Maroof & Al-Emran, 2018) and adaptable (Bhat et al., 2018) Learning Management Systems (LMS) (Bervell & Umar, 2017; Cigdem & Ozturk, 2016). In these systems, pedagogical technologies are embedded in an infrastructure that enables administration and management of learning contents, communication, assessment, and collaboration (Washington, 2019). Due to the fact that the fundamental task of LMS is to support digital teaching and learning (El Bahsh & Daoud, 2016), they are some of the most extensively used learning technologies in higher education (Abazi-Bexheti, Jajaga, & Abazi-Alili, 2018). LMS technology is now widely adopted to support face-to-face, blended, and online pedagogical practices. In this context, LMS data provides large-scale capture, processing, and analysis of students’ interactions with the system, with each other, and with their teaching support within the system (Chung, 2014).  LMS data provides a rich resource through which to investigate online learning technologies and behaviours (see, for example, Chung, 2014). Such work is increasingly being done across multiple domains, however no systematic review has yet been conducted which surveys such work - specifically examining retrospective LMS data. This is the goal of the present paper. \u0000  \u0000A literature review was conducted to examine what data analysis methods have been used to better understand online pedagogy. The review focused specifically on the use of tertiary level retrospective LMS data and was not limited to a specific academic domain. The review was conducted from January - December 2021, with searching being conducted in January 2021. A total of 97 full text articles were included in the literature review. The literature review aimed to identify the kinds of research questions retrospective LMS data is being used to answer, the analytical techniques used to analyse this data, and the types of study designs used in this field of research. The number of students represented in the data and the academic domains were also considered. Quality of data and analytical reporting was assessed in order to interrogate the opportunities and challenges of reproducible research in studies using retrospective LMS data. Finally, the review considered the degree to which the analysis of retrospective LMS data met the needs of the research question. \u0000  \u0000Understanding how retrospective LMS data has been used to examine pedagogical practice in previous research equips us ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123205678","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":"No More Kidding about iKids","authors":"Michael Cowling","doi":"10.24135/pjtel.v4i1.136","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.136","url":null,"abstract":"If COVID-19 has taught us anything, it’s that even students born in the 21st century are not quite the digital natives we give them credit for being. Whilst the overarching concept of the digital native as proposed by Prensky in 2001 has been hotly contested for many of its generational assumptions over the last 20 years, it’s clear anecdotally that until recently, many still believed that students of the 21st century are very comfortable with technology and how it is used. \u0000It’s only in the last few years, as the pandemic has forced learning online, that we’ve realized that perhaps students digital skillset might not be what we think it is. What’s more, stories abound of students turning cameras off, or behaving inappropriately in chat, that suggest that the problem is wider than skills, and a more holistic view of what it means to be a digital citizen is needed. \u0000This presentation will take time to understand this trend towards digital citizenship, and what it means for us as scholars of technology enhanced learning. Looking back on past practices, it will make the argument the digital citizenship going forwards need to encompass more than just skills and needs to be more holistic in focus. In doing so, we can really understand how we might construct our curriculum into the future. \u0000First, this presentation will break down the way we’ve traditionally thought about digital skills (Sturgess, Cowling, & Gray, 2016). Building on recent research, it will help understand what competencies need consideration in this space going forward, and how skills such as social networking or messaging might translate into our classroom. \u0000It will then discuss screen time, and how students approach this aspect of digital citizenship (Orlando, 2021). Rather than talking about banning technology and removing it from classrooms, we will discuss how technology can be used to enhance the classroom experience, whilst also ensuring that students do not get addicted to using it inappropriately. Thoughts on how best to build balanced digital citizens will also be shared. \u0000Concepts of digital safety will also be discussed (Walsh & Pink, 2021), and how this idea compares to our traditional ideas of student safety. Work by the Australian Federal government on cyber safety will be visited to understand how we might enhance this concept with a more holistic mindset. \u0000Finally, student self-control will be touched on (Cowling, 2015). Students of the 21st century face a venerable plethora of possible resources that they can access, with little in the way of age restrictions, or clear indicators of their quality. We will discuss fake news and information overload, understanding how these concepts might fit into the broader narrative. \u0000Through interrogating each of these ‘four S’s’: Skills; Screen Time; Safety; and Self-Control, we will propose a new way to look at the digital native that will set a trend going forward, moving us from digital natives to a clearer, more specific model","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125918598","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":"Self-directed learning using VR","authors":"Mehrasa Alizadeh, N. Cowie","doi":"10.24135/pjtel.v4i1.130","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.130","url":null,"abstract":"Virtual reality (VR) is capable of immersing users in a simulated environment that creates a heightened sense of presence (Baños et al., 2004) and embodiment (Kilteni et al., 2012), both of which play essential roles in the learning process (Makransky & Peterson, 2021).  However, VR use in education is still at a preliminary stage and limited to early adopters. With the advent of standalone VR head-mounted displays (HMDs) and the shift to remote education due to COVID-19, it is now the right time to integrate VR into education and to explore its benefits and shortcomings. \u0000To this end, the two teacher researchers launched a small scoping longitudinal study with a group of five volunteer participants (4 undergraduate and 1 high school student, 4 males and 1 female) to explore their perceptions and evaluation of VR for educational purposes. Following a self-directed approach to learning (Hammond & Collins, 1991) and an exploratory practice approach to research (Allwright, 2003; Hanks, 2017), the five students led by the two teachers contributed to the current study in three stages that began with immersive VR and moved to WebVR. \u0000In stage 1, all the participants were given Oculus Quest 2 HMDs and trained how to use them. The students then looked for free VR apps that they found educationally worthwhile, explored them on their own, and documented their findings. During weekly meetings, they joined a shared virtual space on Engage, where they presented and discussed their findings. Through this activity, the researchers compiled a list of free apps that could be useful for education and investigated the affordances and challenges of HMD-powered VR. The students’ responses in online surveys and focus group interviews revealed that the benefits of VR over traditional forms of EdTech included higher engagement, improved focus on task, lower anxiety, and more effective collaboration and team building. However, HMD-based VR induced varying degrees of cybersickness for most of the participants (Authors, 2021). \u0000To tackle these challenges, the researchers switched to Mozilla Hubs, an open source WebVR platform. The students were asked to create their own Hubs rooms to introduce an aspect of their academic discipline to the group. They welcomed this change since Mozilla Hubs, although not as immersive, did not cause cybersickness but there was one primary concern regarding the excessive processing load on students’ devices. Some had trouble entering Hubs rooms or could not turn on their audio. These issues led to stage 3 in which the participants used 360-degree cameras to take spherical photos and videos and create virtual tours on ThingLink. Three out of five students contributed to this stage creating virtual tours of a university campus, a park, and a horse ranch. They expressed positive opinions of ThingLink saying that it was intuitive, user-friendly and did not require much processing power. However, the degree of immersion and sense of presence was p","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129014509","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":"When industry meets academia","authors":"Laurent Antonczak, Marion Neukam, Sophie Bollinger","doi":"10.24135/pjtel.v4i1.134","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.134","url":null,"abstract":"This presentation focuses on a transdisciplinary approach to innovative and collaborative learning practices driven by technology. It highlights two salient elements associated with industry practices and processes in relation to learning and educational contexts: empowerment of individuals and communities of practice through technology, and a broader consideration of industrial approaches to the concept of learning and teaching enhanced within a digital environment. \u0000More precisely, this presentation will feature some of the key theoretical frameworks used in three different settings of learning and teaching in France with regards to the life-long learning approach thanks to Social and Emotional Learning (SEL) (WEF, 2016). It will also discuss the positive effect of the Internet and its affordances (Southerton & Taylor, 2020) on reducing the differences between theoretical and applied knowledge via professional-focused communities (Danvers, 2003). Thus, it will briefly explain that spatial and cognitive learning proximities (Lave & Wenger 1991; Fruchter, 2001) can be reduced by virtue of technology (Anders, 2016; Antonczak, 2019; Glazewski & Hmelo-Silver, 2019) and that ‘computer-supported collaborative learning’ methods can facilitate social and shared problem-solving (Sawyer, 2005; Levallet & Chan, 2018; Presicce et al., 2020) without the ‘restriction of time and place’ (Cheng et al., 2019, 489). Additionally, it will point out some aspects of problem-solving through ‘emancipatory learning and social action’ (Merriam, 2001, 9) through the use of ‘actual’ content and ‘actionable feedback’ (Woods & Hennessy, 2019) enhanced by digital tools and tactics. \u0000Next, it will focus on three case studies by concisely presenting key specifics for each of the courses, including the various digital tools used and followed by some quick interim reflections. \u0000Then it will summarise the challenges and the barriers encountered across the different practices such as virtual delivery, the size of the students' groups and some connectivity considerations. It will be followed by the principal advantages and opportunities, like the professionalisation dimension through interactive and authentic learning enhanced by affordances. And it will conclude with some managerial recommendations as experiential and practical methods (knowledge codification) thanks to industry-based teaching supported by digital technologies. \u0000The presentation will close with the overall conclusion in relation to digital technology and some of the key 21st-century career skills. In general, the findings will be of interest to academics, practitioners and policymakers. The added value of this transdisciplinary investigation is that it improves research on collaborative innovation and collective knowledge by creating a bridge between the fields of Education and Business. \u0000  \u0000Bibliography \u0000Anders, A. (2016). Team communication platforms and emergent social collaboration practices. International Jou","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133539106","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":"Practitioner Review and Personalised Feedback","authors":"Louise Luff","doi":"10.24135/pjtel.v4i1.120","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.120","url":null,"abstract":"Preparing students for the expectations of the modern business world is a daunting task. For students, it involves developing critical thinking and analytical skills to reach valid conclusions for specific problems. Such skills are recognised graduate attributes, essential for complex professional business judgements and advice provided to clients (Camp & Schadner, 2010). For educators, the multifaceted nature of critical thinking and associated analytical skills are often poorly demonstrated and conveyed to students (Moore, 2013). \u0000Critical thinking is the product of self-direction, self-discipline, self-monitoring and self-correction through objectively assessing relevant information, openly considering alternative views and seeking feedback (Paul & Elder, 2008). By using the combination of technology enhanced feedback, relevant assignment scenarios that explore messy business world issues influential professionals face, experience of working with and feedback from practitioners, the assignment in a 2nd year undergraduate financial reporting unit was transformed into an authentic, collaborative, and self-regulated learning experience.   \u0000In consultation with a professional accounting firm, the assignment scenario and open ended questions were written about financial reporting implications associated with sustainability and industry change challenges many companies encounter. Working in self-selected groups, students considered the assignment’s questions and prepared a draft written response that was shared with the firm’s practitioner review team for feedback. A past students voice video, available on the unit’s LMS, guided current students on how to adopt and implement this feedback. Subsequently a final written response was submitted for grading.   \u0000Student were introduced to the practitioner review team via a video that explained importance of teamwork, seeking formative feedback, reflecting on it and how this information is used in the workplace. Utilizing the Student Relationship Engagement System (SRES) and the assignment’s marking rubric criteria as a framework, the practitioner review team provided individual formative feedback, suggestions for improvement and overall direction comments to each student through a personalised email. The SRES data metrics were also used to track and manage student engagement. Used in these ways, SRES was a highly effective learning platform that resulted in deeper student learning and relationships with educators. \u0000The presentation will discuss the significant impact on student learning and experience measured by overall assignment performance, change in performance between draft and final responses, and qualitative feedback from practitioner, peer and student perspectives. \u0000References: \u0000Camp, M. J., & Schnader, A. L., (2010). Using debate to Enhance Critical Thinking in the Accounting Classroom: The Sarbanes-Oxley Act and U.S. Tax Policy. Issues in Accounting Education, Vol 25, No., 2010, 655-675. \u0000Moore","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126709496","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":"Mobile learning in higher education environmental science: state of the field and future possibilities","authors":"E. Bone, Dionysia Evaputri, Jenny Santaanop","doi":"10.24135/pjtel.v4i1.123","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.123","url":null,"abstract":"Authentic, place-based learning is essential for students of ecological and environmental sciences, providing connection to the discipline and building environmental literacy (O’Neil et al. 2020). In a COVID-affected world where opportunities to provide field-based learning may be limited, evaluating how mobile technologies may be used to enhance the field-based learning experiences of students is increasingly important. \u0000Advances in mobile technologies have seen a surge in customised applications for species identification, data collection and collation aimed at public users and citizen scientists (e.g. iNaturalist: Unger et al. 2020; eBird: Sullivan et al. 2009; FrogID: Rowley et al. 2019). With field-based learning central to ecology and environmental science disciplines, there is a clear opportunity for the expanded use of mobile tools in higher education. We evaluated recent projects through a systematic review of the use of mobile learning technologies and approaches in field-based environmental sciences within higher education over the last decade. \u0000Our search criteria terms encompassed mobile learning, mobile devices, teaching methods, field-based learning, undergraduate students and science disciplines and identified 1613 initial records. After removing irrelevant and duplicate records, 130 studies were identified that implemented mobile learning within science, technology, engineering and mathematics (STEM) disciplines, with engineering (32/130 studies, 24.6%), geology and geosciences (17/130, 13.1%) and natural/environmental sciences (17/130, 13.1%) the most common. Narrowing this search again to field-based studies, we identified 18 records, most of which (12/18, 66.7%) were in geology and geosciences disciplines. \u0000A range of mobile learning technologies were used in the field, spanning the SAMR continuum (Laurillard 2012) from the substitution of traditional field activities with species identification apps (Pfeiffer et al. 2009; Thomas and Fellowes 2017), and augmentation of field experiences with multimedia resources such as podcasts (Jarvis and Dickie 2010) and other apps and resources viewed on mobile devices (Welsh et al. 2015; France et al. 2016; Unger et al. 2018), through to the modification and reinvention of field-based learning by incorporating multimedia displays, visualisations, games and information hotspots (Habib et al. 2012; Fitzpatrick et al. 2012; Bursztyn et al. 2015), virtual field trips and augmented reality (Stokes et al. 2010; Howard 2011; Litherland and Stott 2012; Kingston et al. 2012; Bursztyn et al. 2017; Prietnall et al. 2019), and customised apps that allow student-generated content (Chang et al. 2012) such as data collection, analysis and reflection (Chatterjea 2012; Wang et al. 2016). Studies used both enterprise and custom-built tools, with most incorporating geolocation capabilities. \u0000Our review criteria only identified two studies in ecology disciplines, both of which utilised an existing enterprise","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132842641","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":"Supporting Online Paramedic Education within a Covid-19 Era","authors":"S. Aiello","doi":"10.24135/pjtel.v4i1.122","DOIUrl":"https://doi.org/10.24135/pjtel.v4i1.122","url":null,"abstract":"Covid-19 has impacted many areas of New Zealand’s higher education system, with most universities forced to transfer activities away from the traditional campus-based learning toward online platforms. This has resulted in a transformation from face-to-face teacher centred (objectivist) methods to online digital hybrid programs that aim to enhance the constructivist, learner-centred pedagogy. \u0000Prior to Covid-19 a change of approach within higher education would usually take several years to develop but was now required within a limited number of days (Strielkowski, 2020). This had the potential to impact the educational experience and motivation by providing content without flexibility or an understanding of different learning styles. The absence of a thoughtful design and development process has therefore resulted in some recent online education being seen as ‘crisis education’ (Bozkurt & Sharma, 2020; Hodges et al., 2020; Vlachopoulos, 2020). \u0000Whilst it was impossible to anticipate the shift to online learning, the instructional achievement of online education is often questioned due to a lack of face-to-face student community (Joshi et al., 2020). An additional challenge is that online education is not suited to all aspects of clinical learning. The reason for this is that online learning is not compatible with the kinaesthetic (hands-on) activities that are required for clinical practice (Leszczynski et al., 2018). \u0000Effective higher education must have a comprehensive understanding of the limitations and benefits of both asynchronous and synchronous online learning (Omotayo & Haliru, 2020). To address the complexity of online learning and digital competency in this evolving environment it is important that students feel relevancy and motivation (Omotayo & Haliru, 2020). The current situation has led to investigation and implementation of content to support the online clinical student to promote engagement and offer a flexible learning experience. In addition, it was important that the system was designed to support different student learning styles and provide a community of learning. \u0000The content was developed using Spark Adobe software to provide a range of asynchronous visual content with a flipped classroom approach. The content also had a strong lean toward the auditory learner by offering the material in a podcast listening form. In conjunction with this, each weekly topic was later ‘flipped’ as a synchronous case study group discussion forum. \u0000Universities and their social role within the pandemic are recognised as important support mechanisms for the online student (Wang & Zha, 2018). The findings for our work were that students felt engaged with the content and the subsequent group forum provided a sense of inclusion and community. In addition, and similar to other authors, positive factors such as flexibility (Smedley, 2010), interactivity (Leszczynski et al., 2018), and self-pacing (Amer, 2007) were found. \u0000Whilst it is likely that ","PeriodicalId":384031,"journal":{"name":"Pacific Journal of Technology Enhanced Learning","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115686657","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}