Mobile learning and student cognition: A systematic review of PK‐12 research using Bloom’s Taxonomy

With the support of various personal and institutional mobile technologies, numerous physical and virtual spaces can be turned into interesting and motivating hybrid learning settings. By its nature, outdoor mobile learning happens on the move is connected to specific locations and settings inviting learners to study their surroundings, inquire about natural phenomena and solve complex real‐life problems. This poses challenges for teachers to design meaningful, contextualized and comprehensive learning experiences. The paper aims to explore what kind of mobile learning scenarios K‐12 teachers create and what are the limitations and development perspectives of these scenarios. Content analysis of 25 location‐based outdoor learning tracks with 465 questions and tasks was carried out. The results demonstrate that designing and implementing learning activities outside the safe, familiar classroom environment in new hybrid learning spaces is a challenging task for the teachers on many different levels. Taking Bloom’s revised taxonomy, types of contextualization and integrated learning models as frameworks for content analysis of the learning scenarios, the study shows that the teachers do not perceive the potential hybrid spaces and mobile technologies offer in order to design consistent learning experiences that emphasize higher order thinking levels, encompass contextual information and integrate knowledge from multiple disciplinary sources. The paper concludes that there is a need for more teacher training and systemic interventions into current teaching practices that encourage teachers to step outside of their existing teaching paradigms to acknowledge the pedagogical potential of hybrid learning spaces as well as the technological affordances.

Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 88%

See 1 more Smart Citation

Designing learning experiences for outdoor hybrid learning spaces

Mettis¹,

Väljataga²

2020

“…PRISMA has been successfully employed in earlier educational studies, e.g. see the systematic review of Crompton, Burke, and Lin () or Sønderlund, Hughes and Smith (). Peer‐Reviewed Instructional Materials Online Database (PRIMO) was used for searching articles published in the past 10 years.…”

Section: Methodsmentioning

confidence: 99%

Review of research on mobile‐assisted language learning in familiar, authentic environments

Shadiev

Liu

Hwang³

2019

Familiarity with learning contexts is important in the field of mobile‐assisted language learning (MALL). Several review studies on MALL have been published to date. However, scholars have not covered certain aspects of familiar contexts in their reviews, such as which learning/instructional methodologies support learning in familiar contexts or what the affordances of familiar contexts are for language learning. To address this gap, the authors in this study reviewed research articles related to MALL in familiar, authentic environments published in the past 10 years. The reviewed articles were from journals published in the Social Science Citation Index between 2009 and 2018. The main aim of this study was to review the published articles to understand (1) pedagogical approaches, (2) data collection, (3) locations, (4) affordances of authentic environments and (5) issues in MALL research. The results revealed that the most frequent items in reviewed articles were task‐based learning and communicative language teaching (pedagogical approaches); questionnaires, pretest and posttests and interviews (data collection); the local community and campus (locations); daily encounters, language learning and cognitive load (affordances of authentic environments); and small sample sizes and short‐term interventions (issues in MALL research). Based on the results, the authors in this study made several suggestions and provided implications for educators and researchers in the field about MALL in familiar, authentic environments.

“…Faculty in engineering and technology departments across the United States subscribe to the concepts espoused in Bloom's taxonomy (Anderson & Sosniak, 1994; Bloom et al, 1956). This framework is used to shape curriculum, and provide educational activities that encourage student upper‐level cognitive activity (Crompton et al, 2019). The objective is to provide homework problems, classroom conversations and laboratory exercises that motivate the students to think beyond simple answers and solutions.…”

Section: Introductionmentioning

confidence: 99%

Using a virtual lab network testbed to facilitate real‐world hands‐on learning in a networking course

Luse

Rursch

2021

Engineering and technology educators continually strive for realistic, hands-on laboratory exercises to enhance their students' learning. This research describes the redesign of an undergraduate introductory computer networking course to include new weekly virtual laboratory assignments that culminate in a 'real world' final project of configuring a 'corporate' network. The use of an Internet testbed technology named ISEAGE allows students to design and implement fully functional networks using public IP space that is contained in the testbed. To the students, it appears as if they were directly connected to the Internet while still being protected. This paper shows that 'real world' projects using virtual lab technology can have a positive effect both on objective networking knowledge, as well as subjective selfassessments of self-efficacy with regard to implementing the technology. It also demonstrates that 'real world' final projects encourage student thinking at upper levels of Bloom's taxonomy.