Global Approaches to Early Learning Research and Practice: An Introduction

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

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Collaboration Analytics Need More Comprehensive Models and Methods: An Opinion Paper

Journal of Learning Analytics ◽

10.18608/jla.2021.7288 ◽

2021 ◽

Vol 8 (1) ◽

pp. 13-29

Author(s):

Areum Han ◽

Florian Krieger ◽

Samuel Greiff

Keyword(s):

Learning Analytics ◽

Contextual Information ◽

Future Research ◽

Classroom Setting ◽

Research And Practice ◽

Learning Research ◽

Technology Advances

As technology advances, learning analytics is expanding to include students’ collaboration settings. Despite their increasing application in practice, some types of analytics might not fully capture the comprehensive educational contexts in which students’ collaboration takes place (e.g., when data is collected and processed without predefined models, which forces users to make conclusions without sufficient contextual information). Furthermore, existing definitions and perspectives on collaboration analytics are incongruent. In light of these circumstances, this opinion paper takes a collaborative classroom setting as context and explores relevant comprehensive models for collaboration analytics. Specifically, this paper is based on Pei-Ling Tan and Koh’s ecological lens (2017, Situating learning analytics pedagogically: Towards an ecological lens. Learning: Research and Practice, 3(1), 1–11. https://doi.org/10.1080/23735082.2017.1305661), which illustrates the co-emergence of three interactions among students, teachers, and content interwoven with time. Moreover, this paper suggests several factors to consider in each interaction when executing collaboration analytics. Agendas and recommendations for future research are also presented.

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Organizational Learning as a Social Process

Handbook of Research on Human Factors in Contemporary Workforce Development - Advances in Human Resources Management and Organizational Development ◽

10.4018/978-1-5225-2568-4.ch006 ◽

2017 ◽

pp. 132-155

Author(s):

Jieun You ◽

Junghwan Kim ◽

Sarah M Miller

Keyword(s):

Social Capital ◽

Social Interaction ◽

Organizational Learning ◽

Learning Process ◽

Social Process ◽

Methodological Framework ◽

Network Approach ◽

Research And Practice ◽

Factors Influencing ◽

Learning Research

This chapter discusses about application of social capital and network approach to organizational learning research and practice. The shift of organizational learning perspective from a technical or system-structural perspective to a social or interpretative perspective highlights that organizational learning process is socially embedded and is based on social interaction/relationships. Social capital and network theories provides a conceptual framework to explain how organizational learning takes place as well as identifies social and network factors influencing organizational learning. Thus, the chapter provides implications for establishing a conceptual and methodological framework to describe and evaluate an organizational learning process by extensively reviewing the recent organizational learning research adopting social capital and network approach.

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Mobile Technology and Student Learning

Innovations in Mobile Educational Technologies and Applications ◽

10.4018/978-1-4666-2139-8.ch003 ◽

2014 ◽

pp. 32-41

Author(s):

Pamela Pollara ◽

Kelly Kee Broussard

Keyword(s):

Systematic Review ◽

Student Learning ◽

Mobile Devices ◽

Mobile Learning ◽

Mobile Technology ◽

Mobile Device ◽

Student Learning Outcomes ◽

Future Research ◽

Research And Practice ◽

Learning Research

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

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Research Trends in Mobile Learning in Higher Education: A Systematic Review of Articles (2011 – 2015)

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v18i7.2893 ◽

2017 ◽

Vol 18 (7) ◽

Cited By ~ 12

Author(s):

Greig Krull ◽

Josep M. Duart

Keyword(s):

Higher Education ◽

Mobile Learning ◽

Research Topic ◽

Research Trends ◽

Mobile Technologies ◽

Research Topics ◽

Research And Practice ◽

Emerging Trends ◽

Research Themes ◽

Learning Research

The potential and use of mobile devices in higher education has been a key issue for educational research and practice since the widespread adoption of these devices. Due to the evolving nature and affordances of mobile technologies, it is an area that requires ongoing investigation. This study aims to identify emerging trends in mobile learning research in higher education in order to provide insights for researchers and educators around research topics and issues for further exploration. This study analysed the research themes, methods, settings, and technologies in mobile learning research in higher education from 2011 to 2015. A total of 233 refereed articles were selected and analysed from peer reviewed journals. The results were compared to three previous literature review-based research studies focused between 2001 and 2010 to identify similarities and differences. Key findings indicated that: (a) mobile learning in higher education is a growing field as evidenced by the increasing variety of research topics, methods, and researchers; (b) the most common research topic continues to be about enabling m-learning applications and systems; and (c) mobile phones continue to be the most widely used devices in mobile learning studies, however, more and more studies work across different devices, rather than focusing on specific devices.

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Arts-Informed Narrative Inquiry: Crossing Boundaries of Research and Teaching-Learning

LEARNing Landscapes ◽

10.36510/learnland.v9i2.788 ◽

2016 ◽

Vol 9 (2) ◽

pp. 473-487

Author(s):

Jasna Krmpotić Schwind ◽

Gail M. Lindsay

Keyword(s):

Mental Health ◽

Narrative Inquiry ◽

Research And Practice ◽

Research And Teaching ◽

Knowing That ◽

Embodied Knowing ◽

Learning Research ◽

Creative Self ◽

Teaching Learning

Creative engagement accesses profound knowing and understanding that is not reachable by words alone. Situated in Connelly and Clandinin’s Narrative Inquiry, we use creative self-expression in teaching-learning, research, and practice. We examine artful approaches used in research with students and nurses in mental health, and in our classrooms. Through such artful inquiry we push the boundaries of what it means to co-create knowledge. Our students, future caregivers, learn how knowing has both epistemological and ontological dimensions. In our experience, it is embodied knowing that has the greatest potential for making connections with those in our care.

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