Editorial introduction: Collaborative learning enhanced by mobile technologies

Jaldemark, Jimmy; Hrastinski, Stefan; Olofsson, Anders; Öberg, Lena-Maria

doi:10.1111/bjet.12596

Cited by 10 publications

(5 citation statements)

References 11 publications

(10 reference statements)

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“…The most commonly cited advantage of mobile technology is mobility, which allows computing to occur anywhere and at any time (Jaldemark et al, 2018). Accessible from any place and at any time, mobile technology may reduce time and space restrictions in gaining access to vital information and improve communication, coordination, collaboration, and knowledge sharing (Yu et al, 2014).…”

Section: Mobile Technologymentioning

confidence: 99%

Impact of Mobile Technology on Collaborative Learning in Engineering Studies

Kannan¹,

Ramakrishnan²

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">Collaborative learning has been identified as an essential aspect in the process of learning. As accelerated advancement continues to characterize the developments of technology, innovative mobile technology appears to be transforming the way collaborative learning is taking shape. This study focused on identifying whether mobile technology has a significant impact on collaborative learning in engineering studies in a private University in Malaysia. Using a quantitative approach, an online survey was administered for the data collection. Some 221 participants were selected randomly among undergraduate engineering students in the University. Data were analyzed using SmartPLS. The research findings revealed that mobile technology has a significant impact on collaborative learning. The findings also indicated that two of the mobile technology dimensions, namely mobility and immediacy have significant impact on collaborative learning. Consequently, this research suggests engineering educators can integrate mobile technology into their future instruction for more collaborative learning and create a smart workforce consisting of fast and adaptive engineers as well as other learners in Malaysia.</p>

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Section: Mobile Technologymentioning

confidence: 99%

Impact of Mobile Technology on Collaborative Learning in Engineering Studies

Kannan¹,

Ramakrishnan²

2023

EUROPEAN J ED RES

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“…Due to its potential, Amazing Science should be applied by combining it with a collaborative learning model in order to improve other students' skills, like science process skills. The combination of collaborative learning with potential learning media like mobile learning can enhance quality of learning process and learning outcomes [39][40][41][42]. This implementation enables students to reach meaningful learning.…”

Section: Quality Of Amazing Sciencementioning

confidence: 99%

Virtual Laboratory-Based Game Application: The Quality and Its Effects Towards Students’ Motivation and Self-Regulated Learning

Suyanta¹,

Wiludjeng²,

Jumadi³

et al. 2022

Int. J. Interact. Mob. Technol.

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Considering that students have a lot of experiences using mobile applications in their daily life, teacher should engage mobile application as learning media, thus the student are more motivated to learn independently. As a consequence, the teachers should implement existing mobile learning in the learning process and it is even better if they can develop it themselves. Besides, developing mobile learning is being heavy burden for a teacher as they still lack of skills to design and to develop mobile learning. Therefore, we aimed to explore the quality of Amazing Science application as mobile learning incorporated with a virtual laboratory based game application and to investigate its effect on students’ motivation and self-regulated learning. This research involved 5 sciences teachers and 50 students from five secondary schools in Yogyakarta, Indonesia. The research data were collected through online questionnaires consisting of three instruments, namely; viz product quality questionnaire for product validation, motivation questionnaires and self-regulated questionnaires for product implementation. Product validation data are quality data in the form of categories, so they are converted to data score using the Likert scale. Meanwhile, implementation data consisting of motivation and self-regulated learning data were analyzed with a sample paired t-test to discover the effect of product implementation towards motivation and self-regulated learning. The result revealed that Amazing Science application has a good quality according to the reviewers and students through a preliminary test and limited trial. Moreover, there are significant differences in both students’ motivation and self-regulated learning before and after the implementation of Amazing Science. However, there is no significant correlation between students’ motivation and self-regulated learning. From the findings, it can suggest that Amazing Science should be implemented by combining with the cooperative learning model, so others' skills can be improved. Besides, it can rebuild on another learning material or subject

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“…Learning in the 21st century saw an upsurge in the use of technologies such as mobile devices, laptops, smartphones, and tablets that provide instant interactive and collaborative learning opportunities (Jaldemark et al, 2018). Using technology for collaborative learning holds the potential to facilitate "knowledge acquisition, metacognition skills, and epistemological beliefs" (Fu & Hwang, 2018, p. 141).…”

Section: The Role Of Technology In Facilitating Collaborative Reflect...mentioning

confidence: 99%

Collaborative Learning to Foster Critical Reflection by Pre-service Student Teachers within a Canadian–South African Partnership

Kruger

Buley

2022

Journal of Teaching and Learning

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Teachers often enter practice with a narrow perspective of teaching. Through critical reflection, the minds of pre-service teachers can be opened to the bigger realities of teaching and social justice practice. Paired pre-service student teachers from two diverse university settings, Canada and South Africa, were immersed in a collaborative learning experience that involved exchanges through email, text messages, and artwork collages. As lecturers, we implemented action research to determine how to foster critical reflection by pre-service teachers from diverse education contexts. We anticipated the diverse contexts to serve as a disrupting incident in support of critical reflection and possibly also transformative learning. Findings confirm that the collaborative reflective learning across contexts supported the development of critical reflective skills and provided an opportunity for students to confront their own assumptions of ethical and moral teaching practice. Revised strategies are suggested to support deeper critical reflections in collaborative learning across teaching contexts to support transformative learning.

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Editorial introduction: Collaborative learning enhanced by mobile technologies

Cited by 10 publications

References 11 publications

Impact of Mobile Technology on Collaborative Learning in Engineering Studies

Impact of Mobile Technology on Collaborative Learning in Engineering Studies

Virtual Laboratory-Based Game Application: The Quality and Its Effects Towards Students’ Motivation and Self-Regulated Learning

Collaborative Learning to Foster Critical Reflection by Pre-service Student Teachers within a Canadian–South African Partnership

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