Study Materials in Smart Learning Environment – A Comparative Study

Klímová, Blanka; Šimonová, Ivana

doi:10.1007/978-3-319-19875-0_8

Cited by 3 publications

(2 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Researchers have defined that smart learning environments should have the following system features: mobility, context-awareness (i.e., location awareness, situation awareness, social awareness), adaptability, seamlessness, pervasiveness, integrity, interactivity, interoperability, and engagement (Klimova and Simonova 2015;Tikhomirov et al 2015;Zhu et al 2016). Kinshuk et al (2016) explains that context-aware learning systems provide learners with authentic learning contexts and seamless learning experiences.…”

Section: Smart Learning Environmentsmentioning

confidence: 99%

“…The dominating influence of technology as the driving force for smart learning is another common thread between the Korean scholars' discussion and international scholarly community. The discourse on the technology requirements (i.e., smart device, mobile devices, advanced ICT, computers, sensors, cloud computing, Internet, wireless networks, servers) and system features (i.e., intelligent, customized, adaptive, personalized, real-time/sensing, immersive, flexible, optimized, mobility, easy/convenient) that surfaced among Korean definitions closely aligned to the features and technology requirements identified by international scholars on smart learning environments over the years (Hwang 2014;Kinshuk et al 2016;Klimova and Simonova 2015;Koper 2014;Raghunath et al 2018;Tikhomirov et al 2015;Zhu et al 2011). However, the international discourse includes a broader scope of system features and requirements which Korean scholars have not yet identified such as context awareness, device and data security, big data and learning analytics, interoperability, pervasiveness, and self-directed guided systems that provide guidance, hints, and learning suggestions to help learners achieve learning goals (Hwang 2014;Kinshuk et al 2016;Raghunath et al 2018;.…”

Section: Dominance Of Technologymentioning

confidence: 99%

See 1 more Smart Citation

Unpacking conceptual elements of smart learning in the Korean scholarly discourse

Budhrani¹,

Ji²,

Lim³

2018

Smart Learn. Environ.

View full text Add to dashboard Cite

This study is a descriptive content analysis of "smart learning" as defined and conceptualized by Korean educational researchers from 2010 to 2018. The purpose of research is to examine the smart learning literature for the core conceptual elements that ran through the scholarly discourse of "smart learning" in South Korea; to understand how the three elements of smart learning environment, pedagogy, and learner, are represented in those definitions and elucidate some notable trends in its conceptual development throughout the years. We utilized Google Scholar, Korean Citation Index, and RISS to collect relevant scholarly publications written in Korean and English text. We identified 37 publications that included either an explicitly stated definition of smart learning or included a quality statement that clearly describes what constitutes smart learning. We initially used an inductive coding technique and identified repeated keywords among the definitions of "smart learning." Later we applied the three elements of smart learning to draw further interpretations. Our data analysis generated five major themes: (1) Smart learning environments is a dominating element in the discourse; (2) Enriched conceptual exploration of smart learning pedagogies; (3) Dwindling interest in smart learners; (4) Conceptual ambiguity lingers in the smart learning discourse; (5) Paths of discoursal development vary across the three domains of smart learning. We conclude that our findings offer an important insight to the Korean and international scholarly discourse on the current dynamics of three essential elements of smart learning.

show abstract