Towards a seamless language learning framework mediated by the ubiquitous technology

Wong, Lung Hsiang; Chai, Ching Sing; Chin, Chee-Kuen; Hsieh, Yufen; May, Liu

doi:10.1504/ijmlo.2012.047599

Cited by 20 publications

(6 citation statements)

References 41 publications

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“…Based on the above, it can be concluded that SL can turn students from passive to active learners who are nurturing autonomous learners (Anastopoulou et al, 2012). If continuously practiced, this process gradually transform learners to be self-directed to be able to explore borderless learning anytime and anywhere (Wong et al, 2012).…”

Section: Seamless Learning (Sl)mentioning

confidence: 98%

Integrating Seamless Learning within a Peer-Assisted Learning Center to Develop Student English Academic Writing Skills

Devere Bacon,

Satienchayakorn,

Prakaiborisuth

2021

rEFLections

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Although an emerging field, seamless learning (SL) can be a powerful tool, and in this study, it was integrated into a peer-assisted learning (PAL) center in such a way to concentrate on the development of undergraduate English writing skills in Thailand. This quasi-experimental quantitative and qualitative study was conducted at an international college, where the control and experimental groups consisted of 18 and 17 research participants, respectively. The objective of this study was to examine whether student involvement in a seamless learning-focused PAL center could help develop academic writing skills of undergraduate students in an international faculty at a private university in Thailand. In this study, the instrument utilized to elicit and collect information was in the form of a sample IELTS writing test, which mirrored Task 2 of the examination. Those providing peer feedback to the participants were their fellow classmates who had achieved a CEFR English level of B2 or higher. There was a total of 48 student peer-mentors (SPMs) in this study. Based on the findings of this study, it can be concluded that by integrating SL into a PAL center, it could significantly develop undergraduate student writing skills. With more and more university faculty budgets becoming smaller, higher educational institutions are being influenced to become more creative in adopting more fiscally responsible academic projects, and seamless learning-focused PAL centers could be implemented in such a way to develop undergraduate student writing skills at little or no cost to universities. The research implications for this study offer a framework on how to better develop academic writing skills for undergraduate students.

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Section: Seamless Learning (Sl)mentioning

confidence: 98%

Integrating Seamless Learning within a Peer-Assisted Learning Center to Develop Student English Academic Writing Skills

Devere Bacon,

Satienchayakorn,

Prakaiborisuth

2021

rEFLections

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“…To improve the quality of education, governments and researchers in many countries are making a great deal of effort to bring mobile and ubiquitous learning into both compulsory and higher education. Examples comprise inquiry-based seamless learning project in Taiwan , personal inquiry (PI) project in the United Kingdom (Anastopoulou et al, 2012), geometry mobile (GEM) project in Sweden (Sollervall et al, 2011), Sustainable Seamless Learning (SEAMLESS) project (Looi et al, 2010) and My Chinese Language ubiquitOUs learning Days (MyCLOUD) project (Wong et al, 2012) in Singapore, and learning by logging with System for Capturing and Reminding of Learning Log (SCROLL) (Ogata et al, 2010) project in Japan. In the context of Thailand, a large-scale educational project named Khon Kaen University (KKU) Smart Learning Academy, shortly called KKU-SLA, has been launched in 2017, and this is on-going project for the improvement of middle school students' learning achievements in English language, mathematics, and science regarding the Programme for International Student Assessment (PISA).…”

Section: A Proposal To Transforming Traditional Middle School Science By Mobile and Ubiquitous Learning In Thailandmentioning

confidence: 99%

The opportunities and challenges of mobile and ubiquitous learning for future schools: A context of Thailand

Panjaburee¹,

Srisawasdi

2018

Knowledge Management &Amp; E-Learning: An International Journal

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Today’s new digital technologies and the spread of the internet have created numerous new opportunities and challenges for the education of the future. The rapid development of mobile and ubiquitous computing technology offered more chances to design and develop innovative learning approach with mobile devices in preparing schools and students for a future. In this paper we present case examples and the research results and reflections based on our recent developments and experiences in Thailand regarding how novel pedagogical applications, mobile technologies and software tools can be combined to enhanced students’ learning at all level of education. To the end, we propose a possible direction for the transformation of traditional teaching in science to a novel of mobile and ubiquitous learning in an on-going large-scale educational project in Thailand. This is a challenge of our educational improvement to introduce the novel mobile-assisted learning approach, with the support of mobile devices, into classroom settings, innovative instructional practices and sustainability as the way of future schools in context of Thailand.

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“…It is apparent that mobile devices offer a spectrum of educational opportunities for teacher–technology, student–technology and teacher–student partnerships. Some key areas of exploration have included multimodal materials delivery, interactions, representations and creations (Churchill, 2014, in press; Clarke, 2013; Eisenlauer, 2014; Kukulska-Hulme and Pegrum, in press; Oakley et al , 2013); digital collaboration and networking (Alhinty, 2015; Ilic, 2015; Pachler et al , 2012; Pegrum et al , 2014); seamless learning outside the classroom (Nordmark and Milrad, 2015; Uosaki et al , 2012; Wong et al , 2012; Wong and Looi, 2011); and the development of new literacies essential for twenty-first century learning, working, socialising and playing (Bosman and Strydom, 2016; Dudeney et al , 2013; Frawley and Dyson, 2014; Kukulska-Hulme and Pegrum, in press; Pegrum, 2016b).…”

Section: Mobile Learning Emerging Learning Design and Learning 20mentioning

confidence: 99%

Guest editorial

Churchill¹,

Pegrum

2017

ITSE

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Towards a seamless language learning framework mediated by the ubiquitous technology

Cited by 20 publications

References 41 publications

Integrating Seamless Learning within a Peer-Assisted Learning Center to Develop Student English Academic Writing Skills

Integrating Seamless Learning within a Peer-Assisted Learning Center to Develop Student English Academic Writing Skills

The opportunities and challenges of mobile and ubiquitous learning for future schools: A context of Thailand

Guest editorial

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