Students’ Academic Use of Mobile Technology and Higher-Order Thinking Skills: The Role of Active Engagement

Kim, Hye Jeong; Yi, Pilnam; Hong, Ji-Seok

doi:10.3390/educsci10030047

Cited by 48 publications

(46 citation statements)

References 70 publications

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“…All of them allow the introduction of new forms of activity and methods of teaching and learning in more interesting, attractive and effective formulas, staying in line with the contemporary, dynamically changing reality. This is of particular importance in the context of the need to present the latest technologies in technical studies, along with developing students' skills to work with mobile devices and technical information available on the web [7,60,62].…”

Section: Discussionmentioning

confidence: 99%

“…Such elements dynamize the message and contact, focus students' attention and they are good starting points for a discussion or summarizing the material and substantial knowledge presented during the lecture. In [7], Kim et al discuss the role of active student engagement with mobile technology. Their study shows that the academic use of mobile technology involves students beyond traditional classroom contexts.…”

Section: A Lecturer's and Teacher's Perspectivementioning

confidence: 99%

“…Moreover, simultaneous introduction and application of new methods to activate students and to use modern e-learning tools implicates extra problems. They have been well known for a long time already and are taken up by academic teachers and lecturers, especially at technical universities, almost every year [6][7][8].…”

Section: Introductionmentioning

confidence: 99%

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Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown—Building Automation Courses Case Study

Ożadowicz

2020

Education Sciences

122

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The blended learning method with its supporting electronic tools is a very well-known approach in academic education. In most of its practical applications, direct face to face contacts between students and the teacher as well as students with each other in groups are important elements in the organization of lectures and classes. This is of particular importance in conducting laboratory classes in teaching process for engineers. However, the COVID-19 lockdown in the spring of 2020 closed schools, universities and completely eliminated the possibility of direct interpersonal contacts. These extraordinary circumstances forced changes in the organization of the teaching process, in particular the introduction of distance learning. Therefore, this paper proposes a modified blended learning method as well as describes a case study on its introduction in the education of building automation engineers at a technical university. A new organizational structure of this modified method is presented, with discussion of tools and methods of active distance learning, introduced during the COVID-19 lockdown period. Finally, some experiences, general reflections along with the identification of the preferred forms of distance learning by students are presented. The future works are briefly described as well.

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Section: Discussionmentioning

confidence: 99%

Section: A Lecturer's and Teacher's Perspectivementioning

confidence: 99%

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Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown—Building Automation Courses Case Study

Ożadowicz

2020

Education Sciences

122

View full text Add to dashboard Cite

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“…Use of mobile technology enhances student’s higher order thinking skills as well as it increases active engagement along the courses [ 9 ]. This might be due to the extreme familiarity of students with mobile technology.…”

Section: Discussionmentioning

confidence: 99%

“…Based on this goal, the present study examined prior findings, in order to develop the hypothesis and the proposed model. Previous studies have addressed students e-learning experiences and academic achievement [ 5 – 9 ]. E-Learning represents an opportunity to rethink the present educational framework, currently driven by market forces and educational organizational structures that must adapt to the present challenges and assure students’ academic achievements.…”

Section: Literature Reviewmentioning

confidence: 99%

Managing university e-learning environments and academic achievement in the United Arab Emirates: An instructor and student perspective

et al. 2022

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The present research evaluates how E-learning environment, E-learning adoption, Digital readiness, and Students attitudes towards E-learning, affect Academic achievement. The study focuses on a much-neglected cultural context, Gulf Cooperation Council countries (GCC), since Student’s readiness as well as institutions and professors’ endowments greatly varied within countries and among universities. The study further incorporates Instructors attitudes and evaluates the mediation effect of Academic engagement on Academic achievement. The methodology relies on Partial Least Squares structural equation modelling (PLS-SEM). The research findings emphasize the role of E-learning environment, Digital readiness, Academic engagement, students as well as instructors E-learning attitude as the decisive factors that determine students’ Academic achievement. This implies that institutions who adapt to a changing environment by aligning students and instructors’ goals to develop a positive and supportive E-learning environment, will foment Academic engagement and promote students’ Academic achievement.

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Designing new learning environments: An innovative pedagogical perspective

Sasson

Yehuda

Miedijensky

et al. 2021

The Curriculum Journal

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Given growing systemic investment in the designing of new learning spaces, researching the relationships between physical space and learning and teaching processes is imperative. Researching innovative learning spaces is challenging, therefore the aim of this paper is to demonstrate a pedagogical characterization based on a three‐dimensional theoretical framework. The study presented here includes three schools in the process of implementing a constructivist pedagogical change involving gradual development of educational intiatives including the redesigning of learning spaces. We characterized learning environments by space, pedagogical practices and curricular potential and explored the relationships between space, active learning and the development of high‐order thinking skills (HOT). Characterization of teaching and learning processes was based on interviews with 12 teachers, 478 class observations and analysis of 307 learning tasks. The findings indicate a higher expression of active learning in the innovative learning spaces compared with the traditional spaces. Nevertheless, results demonstrated difficulties in designing constructivist learning tasks and developing HOT skills, with relatively low encouragement for problem solving skills and critical thinking. Learning tasks were characterized by low cognitive complexity. This study provides a new methodology for investigating teaching and learning processes in innovative learning spaces.

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Students’ Academic Use of Mobile Technology and Higher-Order Thinking Skills: The Role of Active Engagement

Cited by 48 publications

References 70 publications

Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown—Building Automation Courses Case Study

Modified Blended Learning in Engineering Higher Education during the COVID-19 Lockdown—Building Automation Courses Case Study

Managing university e-learning environments and academic achievement in the United Arab Emirates: An instructor and student perspective

Designing new learning environments: An innovative pedagogical perspective

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