Outcomes-Based Appropriation of Context-Aware Ubiquitous Technology across Educational Levels

Autor/inn/en	Lin, Vivien; Liu, Gi-Zen; Hwang, Gwo-Jen; Chen, Nian-Shing; Yin, Chengjiu
Titel	Outcomes-Based Appropriation of Context-Aware Ubiquitous Technology across Educational Levels
Quelle	In: Interactive Learning Environments, 30 (2022) 8, S.1515-1538 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Vivien) ORCID (Liu, Gi-Zen) ORCID (Hwang, Gwo-Jen) ORCID (Chen, Nian-Shing) ORCID (Yin, Chengjiu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1703012
Schlagwörter	Educational Technology; Technology Uses in Education; Elementary Secondary Education; Higher Education; Outcomes of Education; Foreign Countries; Outcome Based Education; Context Effect; Student Centered Learning; Taiwan; Asia; Europe; North America; Latin America; Middle East + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Ausland; Lernerfolgsmessung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Asien; Europa; Nordamerika; Lateinamerika; Vorderasien
Abstract	This review study investigates the appropriation of sensing technology in context-aware ubiquitous learning (CAUL) in the fields of sciences, engineering, and humanities. 40 empirical studies with concrete learning outcomes across mandatory and higher education have been systematically reviewed and thematically analyzed with an outcomes-based teaching and learning approach. Four derived themes have been found to describe the design and implementation of CAUL, including learner-centeredness, technological facilitation, learning ecology, and research evaluation. The learning processes enabled by context-aware sensing technology have been explicated, revealing specific ways to apply new technologies in formal and informal environments. The analysis based on intended learning outcomes suggest that more efforts should be directed to fostering competence in analyzing and creating in mandatory education, and to creating in tertiary settings. Finally, unequal distribution of CAUL implementation across world regions calls for more technological appropriation in Southeast Asia and Africa. Specific suggestions on how to improve CAUL are also provided to better prepare learners in the twenty-first century. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01