Learning through technology in middle school classrooms: Students’ perceptions of their self-directed and collaborative learning with and without technology

Labonté, Chantal; Smith, Veronica

doi:10.1007/s10639-021-10885-6

Cited by 13 publications

(13 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Frequent technological updates have imposed the need for changes in the organization of teaching and in the educating of students in research habits. Twenty-first century learners need to be prepared for the global knowledge society (Labonté et al, 2022). Technology has eliminated physical distances between students and their teachers.…”

Section: Discussionmentioning

confidence: 99%

Emotional Intelligence and ICT Based Study of Online Teaching at the University of Gjakova

2024

European Journal of Contemporary Education

View full text Add to dashboard Cite

The use of ICT in education is another way to motivate, assess and be able to have an easier approach to education and learning. Different courses can be taught online that would have a practical background, those being directly and inderactily realated to engineering, education or even social sciences.We have analysed multidimentional phsychologiycal and practical factores associated with online teaching, where emotional intellency was at the center of our focus. Based on the questionare we selected, a designed pie chart statistical analysis is applied. Emotional problems for implementation, emotional challenges including monotony during the online learning process are analysed. Intereactivy student-teacher, effectiveness and riability of online teaching is statistically analysed and a quantitative conlusion is derived for the future application of this mode of teaching. The experience derived during the period of the epidemy Covid 19 and the development of IT technology made online teching complementary to the convetional mode of education and learning, as shown in our study as well. It would be very logical to emphasize that students must have the chance to get associated with online learning and this is for many several reasons to come at hand. The next generation of teachers should be able to write code assess code and perform short term flow charts.

show abstract

Section: Discussionmentioning

confidence: 99%

Emotional Intelligence and ICT Based Study of Online Teaching at the University of Gjakova

2024

European Journal of Contemporary Education

View full text Add to dashboard Cite

show abstract

“…Authors of Literature Sources Support/scaffolding Uus et al [49]; Jossberger et al [3]; Du Toit-Brits [37]; Voskamp et al [15]; Labonté and Smith [51]; Tuchina et al [45]; Schweder and Raufelder [53].…”

Section: Liberating Factorsmentioning

confidence: 99%

“…Hughes and Morrison [41]; Kim and Lee [32]; Alwadaeen and Piller [6]; Indrastyawati and Wu [44]; Choy and Cheung [54]; Labonté and Smith [51].…”

Section: Physical Environment and Technological Resourcesmentioning

confidence: 99%

“…In such an environment, school students achieve the following: take initiative in their learning; learn with or without the assistance of others; set their learning goals; articulate and render their learning aims; choose and implement the applied learning strategies; assess their own learning outcomes; self-develop social and interpersonal skills; have positive dispositions toward self-directed learning; and have experience of self-directed learning [37]. The effect of a strong, well-balanced support system on self-directedness was investigated by Voskamp et al [15], Labonté and Smith [51], and Schweder and Raufelder [53]. Research by Tuchina et al [45] emphasizes not only significance of support and assistance but also the resulting school students' positive emotions, which makes it easier to choose and move along the paths of their personal self-development.…”

Section: Learning Environmentmentioning

confidence: 99%

See 1 more Smart Citation

Liberating and Oppressive Factors for Self-Directed Learning: A Systematic Literature Review

Vaičiūnienė,

Kazlauskienė

2023

Education Sciences

View full text Add to dashboard Cite

Self-directed learning (SDL) is one of the key competencies that provides the conditions necessary for adjustments to changes in the social context, and it should be developed from the early years of schooling. The effect of SDL on learners’ motivation and attainments has been proven, and its value in enabling learners to change has been substantiated. When applying it in practice, difficulties are faced because SDL-based pedagogy sets challenges for both school students and teachers. It is important to carry out a systematic analysis investigating factors that provide the conditions for the self-directed learning of students. A systematic analysis (applying methods of systematic reviews and meta-analysis (PRISMA)) allows us to emphasize that the liberating factors of SDL include learning environments (support/scaffolding, teaching and learning strategies, physical environment and technological resources, autonomy, assessment and self-assessment, feedback, sustainable and positive climate), obtained knowledge, abilities (self-efficacy, cognitive competence, time management, meta-learning skills), and the learner’s proactivity (collaboration, meeting learners’ needs, possibilities, search for learning support, and raising questions). The oppressive factors of SDL when dealing with learning environments for both learners and teachers (learning load, teaching and learning strategies, teacher power, anxiety, negative emotions, assessment, absence of feedback, control, lack of learning support) as well as educational institutions (teacher support, learning facilities, culture of encouragement and support) are discussed.

show abstract

“…Collaboration in education is increasingly dependent on mobile technologies (Labonté & Smith, 2022). An abundance of research has been conducted on mobile technology and its application in transportation and logistics (T&L).…”

Section: Recommendations For Further Readingmentioning

confidence: 99%

Research on the effects of mobile learning on student education

Kaur

Ahmad

Rajoo

et al. 2022

ijhs

View full text Add to dashboard Cite

As mobile devices have become a part of our daily lives, many studies are being conducted on making them more useful for students. It has been found that mobile gadgets are pretty beneficial to pupils, although some studies have found that they are ineffective. Our research on mobile devices in education and learning is summarized in this document, which we hope will be helpful to other educators and students (T&L). These studies have been divided into three main categories: impact and educational environment; specialized applications; and frameworks for mobile learning. " In this paper, we'll look into each of these topics in depth. Our analysis of mobile learning's impact and environment shows that, for the most part, students benefit from the usage of mobile technology by expanding their knowledge and skills. Our study of specialized mobile learning applications showed beneficial effects on learning in numerous sectors. Still, the primary concern was the difficulty of adopting them and the lack of appropriate control guidelines.

show abstract

Learning through technology in middle school classrooms: Students’ perceptions of their self-directed and collaborative learning with and without technology

Cited by 13 publications

References 44 publications

Emotional Intelligence and ICT Based Study of Online Teaching at the University of Gjakova

Emotional Intelligence and ICT Based Study of Online Teaching at the University of Gjakova

Liberating and Oppressive Factors for Self-Directed Learning: A Systematic Literature Review

Research on the effects of mobile learning on student education

Contact Info

Product

Resources

About