Seamless Learning Environments in Higher Education with Mobile Devices and Examples

Abstract

The use of seamless learning environments that have the potential to support lifelong learning anytime and anywhere has become a reality. In this sense, many educational institutions have started to consider introducing seamless learning environments into their programs. The aim of this study is to analyze how various educational university programs implement the design elements for seamless learning environments with mobile devices. For that purpose, three cases involved in a Finnish teaching development project are explored by conducting semi-structured interviews with key participants. The themes of the interviews were related to the theoretical background for (mobile) seamless learning environments from previous literature. This paper describes the findings of the three cases as common aspects for designing mobile, seamless learning environments; and it proposes a research agenda on challenges related to designing seamless learning environments with the integrated use of mobile devices in the curricula.

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

“…A number of papers in the systematic review discussed institutional leadership and support through policies focusing on specific issues in TfA such as plagiarism (Akçapınar, ), to broader policies that develop academic supports (Mettiäinen, ; Whitelock et al , ) or communities of practice (Blackburn, ; Marín et al , ). Papers by Blackburn () and Cochrane et al () discussed creating a role to support sustainable TfA implementation.…”

“…What types of institutional environment and support do institutions need to provide to develop technology-enhanced (ie, pedagogically grounded) Assessment OF/FOR/AS Learning? A number of papers in the systematic review discussed institutional leadership and support through policies focusing on specific issues in TfA such as plagiarism (Akçapınar, 2015), to broader policies that develop academic supports (Mettiäinen, 2015;Whitelock et al, 2015) or communities of practice (Blackburn, 2017;Marín et al, 2016). Papers by Blackburn (2017) and (2012) Institutional financial investment to support TfA seems necessary.…”

“…Furthermore, many of the studies strongly emphasise the need for appropriate allocations of time to facilitate TEA, for set-up and implementation (Blair et al, 2016;Whitworth & Wright, 2015), training and development for both academic staff and students (Çakiroglu et al, 2016), maintenance, upkeep and upskilling and learning design iterations (Marín et al, 2016;Summers et al, 2014;Zheng et al, 2015).…”

Mobile-Assisted Seamless Learning Activities in Higher Distance Education

“…Unfortunately, these terms are often associated with a simplistic understanding of facilitating learning by delivering instructional content (Chan et al, 2006). A case study by Marin et al (2016) using tablet devices shows they were conceived as mediators and cognitive tools that enhanced the creation of ubiquitous and seamless learning spaces from the teachers' point of view; the students' perspective is not included. Furthermore, a case study by Lan and Lin (2016) shows notable improvements in two groups of Chinese language learners' test-based communication performance.…”

“…This is made possible by enhanced computer technologies, faster internet transmission, and different devices (e.g. Lee & Salman, 2012;Marin, et al, 2016). This media development has also expanded spaces and opportunities for mobile teaching and learning, observation and documentation, and participation and creativeness.…”