New Development and Evaluation Model for Self-Regulated Smart Learning Environment in Higher Education

Abstract

The smart learning environment is a technologysupported learning environment that is enriched with digital resources, context-aware and adaptive devices, and can provide appropriate support to meet the learning style and abilities of diverse students to promote better and enhances learning process in higher education. It is a student-centered learning environment that has the capacity to engage students and offers an effective learning process. It is characterized by the ability to provide interactions between students and facilitators, and personalized and inclusive learning experiences to anyone, anytime and anywhere using smart mobile devices. However, despite the increasing use of smart learning environment in higher education, there is no well-defined model with a set of educational requirements for developing and evaluating selfregulated smart learning environment which considers both instructional and evaluation design. Therefore, this article explores instructional design and learning evaluation process to propose a new set of educational requirements referred to as smart learning environment pedagogical and educational requirements model (SLE-PERM) for developing and evaluating self-regulated smart learning environment. Next, the article presents the application of the educational requirements on three common learning management system (LMS) namely: Moodle, Blackboard and Schoology which can be used to evaluate the suitability of LMS to guide stakeholders on the critical issues that require pedagogical and educational requirements for developing a self-regulated smart learning environment in higher education.

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

“…Handful studies have investigated e-learning system usability, such as Moodle, on students' agentic engagement in higher educational institutions during the pandemic crisis (Gambo and Shakir, 2019;Kumar et al, 2020;Sarrab et al, 2018). Therefore, we hypothesize the following: H2.…”

Student learning outcomes and online engagement in time of crisis: the role of e-learning system usability and teacher behavior

“…Engagement is a core factor in students' involvement and belonging to the educational process (Abdullah and Primus, 2021;Shernof et al, 2017). Handful studies have investigated the impact of e-learning system usability on online learning engagement and learning outcomes in HEIs (Gambo and Shakir, 2019;Kumar et al, 2020;Sarrab et al, 2018). Remote learning, especially during the COVID-19 pandemic, has created a sense of isolation from human interaction, which reduced higher educational students' engagement in online learning (Lie et al, 2020;Okai-Ugbaje et al, 2020).…”

Smart Learning Environment (SLE) in the Fourth Industrial Revolution (IR 4.0)

“…In line with advancing the technological devices in utilising the information access, IR 4.0 based SLE should do with building the usability of digital based instruction to sustain the learning enhancement. Through enhancing the technical strategies in utilizing the access of materials, IR 4.0 smart technology assigned into the extent of its data analytics could give a beneficial value in obtaining the distinctive engagement in valuing the performed task innovatively in transforming such information sources together with the capabilities in an online learning platform (Gambo & Shakir, 2019). Both personalization and customization towards the massive data of social network is immediately configured into the information sources in the basis of demand and need referring to the knowledge attribution of learning enhancement.…”