Identifying learning features and models for context-aware ubiquitous learning with phenomenological research method

Liu, Gi-zen; Liu, Tzu-Chien; Lin, Chih‐Chung; Kuo, Yu-ling; Hwang, Gwo‐Jen

doi:10.1504/ijmlo.2016.079501

Cited by 18 publications

(23 citation statements)

References 55 publications

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“…Reflective language learning journals could be used to promote critical inquiry and reflection. Hence, the design of homework and projects could be changed to integrate the use of such digital and communication technologies and can thus, show the shift in the pedagogical paradigm in teaching and learning (Liu et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…Mobile app designers such as those for the popular Google Translate could design a recall function that makes available such useful information as the frequency of use, contexts of usage and pictorial representations of the phrases that have been requested. This type of individualized feedback would enable learners to plan their language learning goals better (Liu et al, 2016) and could make serendipitous learning deepen into purposive and deep learning.…”

Section: Discussion: the Nature Of Language Learning Using Smartphonesmentioning

confidence: 99%

“…In this evolving and technology-rich landscape, language learning practices are changing, impacted by learners' views of their available times for learning, the locations for their learning and their evolving perspectives of the significance of these fragments of learning experiences (Pachler et al, 2010;Crook, 2012;Liu et al, 2016). Hence, language learning in everyday environments has become more self-directed and learnercentered as the mobile devices assist and enhance the processes of resource sharing, creation and collaboration among communities of learners (Godwin-Jones, 2011;Wang, Liu and Hwang, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Investigating the use of mobile applications in everyday language learning

Chan

Ang

2017

IJMLO

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Abstract:The development of mobile phone applications has created a multiplicity of additional affordances and new ways of learning. In particular, mobile language learning applications such as online dictionaries and Google Translate combined with the technical affordances of smartphones and tablets are creating a new relationship between mobile learners and smart devices. In this exploratory study, a mixed method research design was used to understand how youth in Malaysia use their smart devices for learning languages and to uncover the extent of these learning experiences in their daily lives. 337 participants took part in a survey of their language learning experiences using mobile learning applications. Additionally, phenomenological interviews were conducted with 12 participants over a period of four months to uncover the lived experiences of their language learning. This paper presents the preliminary findings of the study which suggest learning is serendipitous, fragmentary and purposive; dependent on function and purpose. The findings may yield new understanding that may prove useful in its implications for formal and informal learning.

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Section: Resultsmentioning

confidence: 99%

Section: Discussion: the Nature Of Language Learning Using Smartphonesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigating the use of mobile applications in everyday language learning

Chan

Ang

2017

IJMLO

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“…Technological innovation can potentially change education and create a paradigm shift in learning design. As Liu et al (2016) suggest, technological innovation often changes pedagogical design and how learning activities are developed, and can break institutional spatial or temporal boundaries, generate productive resources and broaden representational modes (Cope and Kalantzis, 2010). The effect of context-aware ubiquitous learning implicitly depends on the advancement of ubiquitous technology.…”

Section: Discussion Of the Potential Impact For Context-aware Ubiquitmentioning

confidence: 99%

SROR: designing a social-based routing protocol for context-aware ubiquitous learning

Wong¹

2018

IJMLO

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Social-aware routing in delay-tolerant networks (DTNs) are a recent emerging technology that addresses intermittent connection issues, and has the potential to better support context-aware ubiquitous learning and create a social learning community without the infrastructure. This study proposes a novel social-based routing protocol called the Social Relation Opportunistic Routing (SROR) algorithm for mobile opportunistic networks, based on the three properties of social relations, social profiles, and social mobility patterns. The time complexity of finding an optimal routing solution is NP-Complete. Thus, our objective is to compute the optimal relay node for routing the data so that the delivery ratio is maximised heuristically. We demonstrate that the SROR algorithm outperforms the existing benchmark routing protocols and achieves the highest data delivery ratio with maximised routing efficiency under the dynamic social environments. With this advanced technology, an authentic and seamless context-aware ubiquitous learning environment can be realised and supported in the future.

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“…[4][5][6][7]. When it comes to the integration of these Web 2.0 and 3.0 tools to facilitate or meet the learning expectations of the learner, the situation is very forbidding [8][9][10].…”

Section: Rajdeep Debmentioning

confidence: 99%