Teacher perspectives on ICT: A learning ecology approach

The objective of this paper is to investigate the effects of digital competence and technology expectancy and how they interact with cultural differences on digital informal learning (DIL) of university students have different cultural backgrounds. Empirical data collected from a survey conducted both in China and Belgium, the total sample consists of 335 Chinese and 197 Belgians. Partial least square with formative assessment was employed to test the proposed model and multi‐groups comparison analysis was conducted to examine the moderation effects of cultural difference on influential factors related to students’ DIL behaviors. The results highlighted the essential role of digital competence and technology expectancy in DIL. Cultural difference revealed a strong influence on the motive pattern of DIL behaviors. This study raised some major implications for educational researchers and practitioners alike. Specifically, the paper introduced and stressed the role of digital competence in informal learning context which was rarely considered in prior studies in terms of learning ecology. The study expanded current theoretical understanding of technology adoption in informal learning environments across different cultural contexts. The finding has shown both a homogeneous informal learning behavior and motive variance between different two cultural backgrounds. The study also provided a set of practical implications, including the need for digital competence training in today’s digital era, and the need for a satisfactory user interface design globally.

Section: Learning Ecology and Research Modelmentioning

confidence: 99%

A comparative study of digital informal learning: The effects of digital competence and technology expectancy

He¹,

Li²

2019

“…The learning ecologies approach is used to examine how various groups learn: doctoral students (Esposito, Sangrà, & Maina, 2015), teachers (González-Sanmamed, Santos, & Muñoz-Carril, 2016;Hernández-Sellés, González-Sanmamed, & Muñoz-Carril, 2015;Van den Beemt & Diepstraten, 2016), homeless people (Strohmayer, Comber, & Balaam, 2015) and Canadian entrepreneurial mothers (Christen, Sangrà, & González-Sanmamed, 2016).…”

Section: Practitioner Notesmentioning

confidence: 99%

Key components of learning ecologies: A Delphi assessment

Sanmamed¹,

Carril²,

Caamaño³

2019

The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and life‐wide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic “learning dispositions,” which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called “learning processes,” comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, non‐formal and informal training processes will provide guidance for educational policies and help to better organize training programmes.

“…Nevertheless, the term has often been adopted to describe the emergent dynamics of learning within the classroom (Crick, Mccombs, Haddon, Broadfoot, & Tew, 2007) or within e-learning environments (Richardson, 2002). Moreover, the term has been used in several fields of education, including technologies and gender (Barron, 2004), ICT skills development (Barron, 2006), collaborative learning (Hodgson & Spours, 2009), designs for learning with technologies (Luckin, 2010), learning resources for homeless populations (Strohmayer, Comber, & Balaam, 2015), teachers' professional development (Sangrà, González-Sanmamed, & Guitert, 2013;van den Beemt & Diepstraten, 2016), personalized learning and lifelong learning (Maina & González, 2016), youth civic engagement (Ige, 2017) and ubiquitous learning in higher education (Díez- Gutiérrez & Díaz-Nafría, 2018). Also Jackson (2013) has to be taken into main consideration, as he explores the construct of learning ecologies and introducing the very interesting concept of lifewide learning.…”

Section: Background: the Concept Of Le In The Literaturementioning

confidence: 99%

Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature

Sangrà¹,

Raffaghelli²,

Catasús³

2019

The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co‐citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology‐enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on‐site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design‐based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society.