The Benefits and Potential of Innovative Ubiquitous Learning Environments to Enhance Higher Education Infrastructure and Student Experiences in Saudi Arabia

Zahrani, Mohammed S.

doi:10.3923/jas.2010.2358.2368

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…In the past 30 years, informal or lifelong science education has grown in terms of research, activity, training, and international spread to become a significant feature of the science learning landscape (Bray, France, & Gilbert, ; Falk et al., ). From Australia to Saudi Arabia, informal science education (ISE) institutions such as science centers, museums, aquaria, and zoos offer opportunities for their visitors to learn about science, understand it, and question it outside school and university curricula and long after they graduate (Packer & Ballantyne, ; Zahrani, ). In societies where science plays important personal, social, and political roles, ISE offers people valuable experiences that may, among other things, affect the science “pipeline,” public scientific literacy, and public debates about science (Bamberger & Tal, ; Falk & Needham, ; Lehr et al., ).…”

Section: Introductionmentioning

confidence: 99%

“Not Designed for Us”: How Science Museums and Science Centers Socially Exclude Low‐Income, Minority Ethnic Groups

2014

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This paper explores how people from low-income, minority ethnic groups perceive and experience exclusion from informal science education (ISE) institutions, such as museums and science centers. Drawing on qualitative data from four focus groups, 32 interviews, four accompanied visits to ISE institutions, and field notes, this paper presents an analysis of exclusion from science learning opportunities during visits alongside participants’ attitudes, expectations, and conclusions about participation in ISE. Participants came from four community groups in central London: a Sierra Leonean group (n = 21), a Latin American group (n = 18), a Somali group (n = 6), and an Asian group (n = 13). Using a theoretical framework based on the work of Bourdieu, the analysis suggests ISE practices were grounded in expectations about visitors’ scientific knowledge, language skills, and finances in ways that were problematic for participants and excluded them from science learning opportunities. It is argued that ISE practices reinforced participants preexisting sense that museums and science centers were “not for us.” The paper concludes with a discussion of the findings in relation to previous research on participation in ISE and the potential for developing more inclusive informal science learning opportunities.

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Section: Introductionmentioning

confidence: 99%

“Not Designed for Us”: How Science Museums and Science Centers Socially Exclude Low‐Income, Minority Ethnic Groups

2014

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“…There is evidence from researchers (such as K.-Y. Chin & Chen, 2013;and Zahrani, 2010) that online learning support plays a crucial role in enhancing learning in the ULE. This evidence also suggests that online learning support can be offered for different aspects in different levels of learning.…”

Section: Different Types Of Online Learning Support In the Ulementioning

confidence: 99%

“…Another online learning support one which is in the form of wireless communication that incorporates the use of electromagnetic or Electrostatic Technology Integrated (ETI) with Radio Frequency Identification (RFID)-was used to enhance teaching and learning activities in the ULE. This learning support was implemented with consideration of potential vulnerabilities in mind-vulnerabilities which, according to (Zahrani, 2010), are not limited to identity theft and network sabotage. For Zahrani, the possibilities were considered, because there is a likelihood of there being an unwilling exchange of information and the potential for academic dishonesty across the network.…”

Section: Radio Frequency Identificationmentioning

confidence: 99%

“…For Zahrani, the possibilities were considered, because there is a likelihood of there being an unwilling exchange of information and the potential for academic dishonesty across the network. Despite the few challenges illustrated in Table 1, Zahrani (2010) found out that this form of online learning support has the potential to optimize and maximize effectiveness and efficiency in the ULE.…”

Section: Radio Frequency Identificationmentioning

confidence: 99%

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Online Learning Support in a Ubiquitous Learning Environment

Mphahlele

2022

Research Anthology on Remote Teaching and Learning and the Future of Online Education

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The ubiquitous learning environment (ULE) is both an ontological and epistemological problem. For most scholars, ULE provides an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services. Furthermore, ULE is described as an educational paradigm that mainly uses technology for curriculum delivery. Through reflection and exploration, this chapter argues that online learning support has a symbiotic relationship with ULE because the student, at some point, should move beyond the “text” level into concepts and conceptual organization schemes (ontologies). In line with this viewpoint, this chapter problematizes the gap created by real-world and digital-world resources—and argues that online learning support for teaching and learning processes have not yet emulated ULE as an important pedagogical resource.

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“…Both NFC technology and U-Learning are ubiquitous and pervasive concept, which is interconnected with each other. The utilization of NFC technology in U-Learning concept will help to improve accessibility and encourage collaborative learning methods in the education sector [2]. Besides, this utilization will give valuable benefits for education because it could offer an active learning and enhance interaction between students and teachers.…”

Section: Introductionmentioning

confidence: 99%

Enhanced Analytical Hierarchy Process for U-Learning with Near Field Communication (NFC) Technology

Osman¹,

Singh²,

Plasencia³

et al. 2018

ijacsa

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Integration of current Virtual Learning Environment (VLE) system with the Near Field Communication (NFC) technology provides Ubiquitous Learning Environment (ULE) in education. The utilization of NFC technology in U-Learning concept will help to improve accessibility and encourage collaborative learning methods in the education sector. In this paper, we conduct a study to investigate eleven (11) adoptions factors of U-Learning with NFC and ranking them using Analytical Hierarchy Process (AHP) a multicriteria decision-making (MCDM) approach. We also utilized Technology Acceptance Model (TAM), Technology Readiness (TR), and combination of TAM and TR (TRAM) as theoretical framework. We have identified TRAM as the best tool based on literature review and utilized the theory to propose an NFC-Enabled Ubiquitous Technology model. The model was utilized to design a questionnaire for survey about user acceptance. Results from the online survey were analyzed using AHP in an absolute measurement approach method. Results from AHP show that optimism is the most influencing factor in adoption of U-Learning using NFC technology followed by innovativeness and accessibility. Finally, this paper contributes in designing an NFC research model.

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The Benefits and Potential of Innovative Ubiquitous Learning Environments to Enhance Higher Education Infrastructure and Student Experiences in Saudi Arabia

Cited by 6 publications

References 4 publications

“Not Designed for Us”: How Science Museums and Science Centers Socially Exclude Low‐Income, Minority Ethnic Groups

“Not Designed for Us”: How Science Museums and Science Centers Socially Exclude Low‐Income, Minority Ethnic Groups

Online Learning Support in a Ubiquitous Learning Environment

Enhanced Analytical Hierarchy Process for U-Learning with Near Field Communication (NFC) Technology

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