The Research Trends and the Effectiveness of Smart Learning

Ha, Il-Kyu; Kim, Chonggun

doi:10.1155/2014/537346

Cited by 26 publications

(16 citation statements)

References 18 publications

(24 reference statements)

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“…Different approaches have been published regarding the actors, which include Smart Classrooms founded in the constructivist epistemology [52], and focusing on connectivism and building learning and teaching communities [51]. In any case, Smart Classrooms demand adaptation to a new learning paradigm [88], new pedagogies and new teaching methodologies for smart citizens of the 21st century, and the development of new skills and competences [83].…”

Section: Performed Processesmentioning

confidence: 99%

“…In the short term, new developments should go in the direction of allowing a new learning paradigm [88], new pedagogies and new teaching methodologies for smart citizens of the 21st century, and for developing new skills and new competences [83]. Concerning technology, the implementation of Smart watches or RFID tag sensors for teachers and students [53][54][55][56][57]64], interactive whiteboards or touch screen displays with multiple students [49,52] or interaction screens that recognise body movements [51,52], and full access to knowledge through mobile devices and full internet access can be considered.…”

Section: Technology Environment Processesmentioning

confidence: 99%

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The Smart Classroom as a Means to the Development of ESD Methodologies

2020

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Educational institutions are envisioned as principal agents for addressing the current sustainability challenge that society is facing. Education for Sustainable Development (ESD) is transformational and concerns learning content and outcomes, pedagogy and the learning environment in itself. ESD entails rethinking the learning environment (physical and virtual) in line with sustainable development, which implies classrooms' transformation towards learner engagement, formative assessments and active methodologies. This paper responds to this need through exploring the relationship between Smart Classrooms and four widely used ESD methodologies (project or problem-based learning, case study, simulation and cooperative inquiry), identifying how the dimensions and categories of the characteristics of Smart Classrooms can contribute and lead to the implementation of ESD methodologies in real teaching practice in an effective way. The method used in this study consisted of a literature review of both theoretical frameworks separately, ESD and Smart Classrooms, and a subsequent expert analysis to identify the interrelation between both. The Smart Classroom shows a high level of adequacy for using problem and project-based learning, case study and cooperative inquiry methods because of its characteristics in terms of technology developments, environmental conditions and processes. Simulation is the ESD methodology with the lowest level of adequacy in a Smart Classroom, because it is primarily held online rather than through face-to-face teaching. Smart Education facilitates the putting in practice of ESD processes as it enables the creation of intelligent, sustainable, resource-efficient, personalised and adaptive learning environments. Further empirical research is needed to explore the influence that the Smart Classroom has in enabling ESD processes and practices, and to identify students' and teachers' needs at different education levels. Additionally, teacher training programmes focused on the correct use of Smart Classrooms and on the digital competence of teachers are critical to its successful implementation.

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Section: Performed Processesmentioning

confidence: 99%

Section: Technology Environment Processesmentioning

confidence: 99%

The Smart Classroom as a Means to the Development of ESD Methodologies

2020

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“…The online learning mode can be further broken down into subcategories. For example, Ha and Kim () presents an attempt to further categorize the various types of remote learning (see Table ). We find scenarios for IoT in every subcategory.…”

Section: (Rq1) What Are the Benefits Of The Adopted Scenarios Of Iot mentioning

confidence: 99%

A systematic literature review on Internet of things in education: Benefits and challenges

Kassab

DeFranco

Laplante

2019

Computer Assisted Learning

138

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With close to 20.4 billion devices connected to the Internet to be deployed by 2020, Internet of things (IoT) is already being leveraged in diverse sectors. Now, because of the ubiquitous nature of IoT devices, schools and academic institutions are looking to incorporate IoT in educational activities. With the increased use of IoT in the education domain, it is of utmost importance to study how this technology with its distinguished system functions such as sensing and decision making can support and challenge the pedagogical processes for all interrelated actors (faculty, students, and staff) as well as all involved assets (e.g., libraries, classrooms, and labs). Although there have been several contributions on the inclusion of IoT into the education domain, there is still a lack of consolidated and coherent views on this subject. Hence, we are motivated to close the gap of knowledge and embarked on mapping out the published studies available. This study presents the results of a systematic literature review focusing on the benefits and the challenges faced in education in integrating IoT into the curriculum and educational environments. Different mapping views of the extracted studies are provided as long as a summary of the already implemented tools and a list of gap research questions yet to be investigated.

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“…Although there have been a number of review studies on the development of smart learning, only a few of them have aimed to provide an overview of its development. For example, Ha and Kim (2014) reviewed the early work on smart learning and identified the research trends at that time. They pointed out the features of relevant studies, which were mostly associated with mobile learning and the positive findings commonly obtained from the studies.…”

Section: Related Studiesmentioning

confidence: 99%

Review of smart learning: Patterns and trends in research and practice

Li¹,

Wong

2021

AJET

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This article presents a review of the literature on smart learning in order to provide a comprehensive overview of its latest developments in research and practice. The review covered 90 studies published from 2010 to 2019, which were collected from three publication databases, namely Web of Science, Scopus and ProQuest. They were analysed for the patterns and trends in terms of publication years, sources of publication, countries or regions of publication, research purposes, research methods, educational levels of the studies, application domains, research issues, research participants, learning devices or tools, learning environments and learning features. Overall, the findings show that increasing global attention was given to smart learning from diverse disciplines and contexts of application. The results also reveal the areas which should be addressed in future work: development of pedagogies which make effective use of smart learning technologies in different learning environments; examination of smart learning to cope with learners’ needs in informal contexts; in-depth analysis of how smart learning could be tailored to fit the characteristics of various application domains; and investigation of the views and perceptions of teachers on smart learning technologies, their readiness to use these technologies and their challenges and needs for support.

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The Research Trends and the Effectiveness of Smart Learning

Cited by 26 publications

References 18 publications

The Smart Classroom as a Means to the Development of ESD Methodologies

The Smart Classroom as a Means to the Development of ESD Methodologies

A systematic literature review on Internet of things in education: Benefits and challenges

Review of smart learning: Patterns and trends in research and practice

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