Development and validation of the smart classroom inventory

Li, Baoping; Kong, Siu Cheung; Guang, Chen

doi:10.1186/s40561-015-0012-0

Cited by 37 publications

(27 citation statements)

References 19 publications

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“…The convenience level and comfortability of the classroom furniture such as collaborative student desks and ergonomics chairs Engagement The participation and involvement levels of teachers and students in classroom activities Enhancement The effects on teachers' teaching, and students' learning and managers' management To date, some principles for design or evaluation have developed. For example, Li et al (2015) created an inventory for smart classroom, and it consists of ten factors: physical design, flexibility, technology use, learning data, differentiation, investigation, cooperation, students' cohesiveness, equity and learning experience. Yang and Huang (2015) developed a classroom environment evaluation scale to evaluate both physical classroom environments and virtual environments covering ten aspects: showing, manageable, accessible, tracking, enhancement, teacher support, involvement, investigation, task orientation and cooperation.…”

Section: Equipmentmentioning

confidence: 99%

A framework of online-merge-offline (OMO) classroom for open education

Xiao

Sun-Lin²,

Cheng³

2019

AAOUJ

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Purpose The purpose of this paper is to propose a design of online-merge-offline (OMO) classroom for open education with design principles related to practical issues of teachers’ teaching, students’ learning and schools’ management. Design/methodology/approach Three stages were covered: drafted an OMO classroom framework, built a sample classroom and explored end-users’ experience. First, authors searched for and reviewed previous studies and related cases to draft an OMO framework. Second, a classroom, consisted of wireless devices, cloud-based services, Internet of Things terminals, ergonomics furniture, and comprehensive data management and analysis services, was built in Shanghai Open University. Third, invited 11 students’, 18 teachers’ and 9 school managers’ perspectives were collected and analysed by surveys and interviews. Findings All student participants responded positively in terms of learning experience in the classroom. They not only engaged in classroom activities such, but also accessed needed learning materials and interacted with teachers and peers anytime anywhere via mobile devices. Similarly, most teachers (90 per cent) made positive responses because of flexibility of teaching strategies and learning activities and expressed willingness to use the classroom in the future (94.4 per cent). In addition, more than 78 per cent of managers positively commented on the design of classroom, interaction effects and effective management. Visualised data allowed them to timely monitor status of facilities, comprehensively understand users’ behaviour and issues, make necessary decision with scientific evidence. Research limitations/implications The framework and classroom not only provide teachers, students, school managers and researcher with a better understanding of innovative open education, but also indicate the key role of objective-oriented and data-driven issues for further work. Originality/value To meet needs of teachers, students, managers and researchers in today’s open education, an OMO classroom was built in Shanghai Open University based on the proposed Objective-Oriented Pedagogy-Space-Technology (OPST) framework. The framework provides readers (especially teachers and administrators of open-education institutes, staff of information centres and ed-tech researchers) with a better understanding of innovative instruction and effective management, and the originally designed classroom can be a practical and illuminating example.

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Section: Equipmentmentioning

confidence: 99%

A framework of online-merge-offline (OMO) classroom for open education

Xiao

Sun-Lin²,

Cheng³

2019

AAOUJ

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“…The decoder used in this system selects a display and information to concern person is done using GSM technology. The work in [4] discusses about the growth and confirmation of the smart classroom scale (SCS). The SCS is developed from the existing technologies like TROFLEI, TICI and CCEI.…”

Section: Related Workmentioning

confidence: 99%

Smart Class Room Monitoring System

V.,

et al. 2019

IJEAT

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Now-a-days the class rooms are equipped with modern technologies like smart board, LCD projectors, flexible displays etc. These classrooms are called as smart classrooms. Due to diverse demands on student time, attendance is falling down even though the enrollment is rising. Our proposed system provides the solution to address this issue. The proposed system can be implemented in an economical and precision manner. It consists of students density monitoring system and digital notice board presentation. If the classroom has sufficient student strength, then the controller enables the smart display and plays a lecture corresponding to the scheduled subject. This ensures the student strength in the class and avoids the idle classroom scenario in the absence of teaching faculty.

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“…The same breadth of definition can also sometimes be found for 'smart classrooms'. Thus, Li et al (2015) observe: "Now, many classrooms have connected with internet and equipped with a variety of advanced information devices, such as tablet PCs and interactive whiteboards. The type of classroom is named as smart classroom, intelligent classroom, or classroom in the future."…”

Section: Getting 'Smart' Into Educationmentioning

confidence: 99%

“…So this means a 'smart classroom' is defined as a classroom that produces graduates with certain cognitive and social competences. Other definitions merely refer to an abundance of ICT devices and thus a general commitment to the promise of digital tools (Li et al, 2015). Such resourcing may be said to be 'ubiquitous'.…”

Section: Smart Classrooms: Furnishing the Envelope Of Intelligencementioning

confidence: 99%

The discourse of a 'smart' technology: implications for educational practice

Crook¹

2016

IJSMARTTL

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Abstract:The term 'smart' has become widely and sometimes carelessly employed in relation to contemporary design. However, in certain areas of cultural practice it also has acquired a more specialised and focussed meaning. One such area is education. The present paper explores the discourse of smart as it is emerging in relation to both educational technologies and educational spaces. The characteristics of smart learning tools and smart sites for learning with such tools are defined in terms of their capability for organising regulative interactions. However, it is argued that these artefacts and these spaces can not be fully productive unless they are enveloped by a framework of human intelligence and judgement. This locates the teacher has having an important, novel, and distinctive role in the management of smart education. The range of such responsibilities is illustrated and related to contemporary themes in the psychology of learning.

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Development and validation of the smart classroom inventory

Cited by 37 publications

References 19 publications

A framework of online-merge-offline (OMO) classroom for open education

A framework of online-merge-offline (OMO) classroom for open education

Smart Class Room Monitoring System

The discourse of a 'smart' technology: implications for educational practice

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