Mobile learning system for enabling collaborative and adaptive pedagogies with modular digital learning contents

Jagušt, Tomislav; Botički, Ivica

doi:10.1007/s40692-019-00139-3

Cited by 22 publications

(25 citation statements)

References 28 publications

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“…• Expanded range of educational goals, with the focus on prospective cognitive, social, digital skills (Mayer, 2019); • Extended and varied digital learning content (Jagušt and Botički, 2019); • Various semiotic systems and information structures of digital learning content (Sansone et al, 2020); • Techniques and technologies for enhancing and personalising interaction with learning content and digital educational communication (Segal et al, 2019). Belyakova and Zakharova (2019) studied some features of university students' interaction with educational content.…”

Section: Discussionmentioning

confidence: 99%

A Study of Students’ Preferences in The Information Resources of The Digital Learning Environment

2021

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The digital learning environment comprises various resources - didactically transformed and untransformed information, and mediated communication. Students’ information behaviour combines both actions characteristic of the traditional educational process and specific for the digital environment, based on digital tools and user interactions. Students’ information behaviour in the digital environment is considered as an indicator of their engagement in various educational activities that contribute to the personalisation of learning. The results of a survey on students’ preferences of information resources in the digital environment show that learners use a variety of information sources, but they mainly apply the methods of work in the “traditional” learning paradigm. They insufficiently use the digital environment potential of collaboration, knowledge exchange, and knowledge extraction from authentic sources. Obtained data indicates problems in students’ information culture and shortcomings in the methodological support of students’ autonomous work. Based on the results, recommendations on creating conditions for developing students’ prospective strategies of interaction with digital resources are proposed. These recommendations include a gradual increase of the authentic digital learning resources, an account of students’ information preferences, and a particular attention to the management issues in the digital learning environment.

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Section: Discussionmentioning

confidence: 99%

A Study of Students’ Preferences in The Information Resources of The Digital Learning Environment

2021

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“…The authors connect the adaptive abilities of students with the nature of motivation for learning and the level of personal development in the process of acquiring new knowledge. The unity of the vectors of individual development in this regard correlates with the matrix of selfrealization, which characterizes the integral structure of the personality and the speed of development of its abilities in the learning process [14,15].…”

Section: Discussionmentioning

confidence: 99%

Actual Issues of Adaptation of Freshmen 2020: Challenges to Education

Ivashova¹,

Shelemekh²,

Volodkina³

et al. 2020

Proceedings of the International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization

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The article presents the research results of the adaptation of the modern generation of university freshmen to study. We present the analysis of the socio-psychological characteristics of the modern generation of freshmen 2020. New requests and expectations of students to the educational process at the university, the transformation of competencies demanded by the economy form development vectors for universities, including the issues of ensuring the successful adaptation of the new incoming students. We considered important trends in the discussion of adaptation problems that are described in the publications of the scientific community. The balance between socio-psychological and educational adaptation is justified when the university works with freshmen of 2020. The key approaches in which may be as follows. The first is the development of an impression economy-a positive emotional background of what is happening. The second is a sense of importance and significance of the student's personality, psychological interaction. The third is creating a successful situation for everyone-a variety of proposals for finding areas of personal growth. The fourth is early immersion in social and professional networks. And the last is relevant educational and extracurricular digital content.

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“… Learning content will be segmented into small modules to avoid excessive information at a time [15].  Reflection, inquiry-based instruction, and sensemaking learning improve CT classroom practices and eventually creating relevant domain-related solutions [16].…”

Section: Effective Learningmentioning

confidence: 99%

Information System Framework for Training Teachers on Computational Thinking

Ling-Ling¹,

Labadin²,

Mohamad³

2021

SAR Journal

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The call for a holistic integration of computational thinking (CT) skills across all subjects in the newly revised Malaysian curriculum of 2017 has brought to attention an urgent need to prepare teachers with the new syllabus, teaching and learning (TL) tools, and techniques, to promote effective computational thinking knowledge dissemination in their daily classroom practices. However, a preliminary investigation revealed that many teachers were still unaware of the changes within the new curriculum. There was an apparent lack of understanding of computational thinking skills in general. The study intends to propose a conceptual framework to develop knowledge about computational thinking skills among Malaysian teachers, to enhance their pedagogical repertoire to include elements of computational thinking into their teaching content. The study employs mixed-method research to capture data and construct interventions. The Information Systems Design Theory (ISDT) is used to design an effective information system (IS) and set a plan for developing the conceptual framework.The proposed framework comprises five elements, which could serve as a guide for future planning in setting up CT training for Malaysian teachers and other related professional development programmes.

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Mobile learning system for enabling collaborative and adaptive pedagogies with modular digital learning contents

Cited by 22 publications

References 28 publications

A Study of Students’ Preferences in The Information Resources of The Digital Learning Environment

A Study of Students’ Preferences in The Information Resources of The Digital Learning Environment

Actual Issues of Adaptation of Freshmen 2020: Challenges to Education

Information System Framework for Training Teachers on Computational Thinking

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