The Conceptual Niche of Seamless Learning: An Invitation to Dialogue

Wong, Lung-Hsiang; Looi, Chee-Kit

doi:10.1007/978-981-13-3071-1_1

Cited by 9 publications

(5 citation statements)

References 64 publications

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“…One way of avoiding the fallacy of the Big Switch model is to develop models that bridge the gap between education in institutions and less formalized settings for learning. Allowing learners to "learn whenever they are curious and seamlessly switching between different contexts" (Wong and Looi, 2019).…”

Section: Beyond Curriculum and Cultural Literacy: Interest-driven And...mentioning

confidence: 99%

The challenge for the digital age: making learning a part of life

Fischer

Lundin

Lindberg

2022

IJILT

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PurposeThe main argument behind this paper is learning in the digital age should not be restricted to creating digital infrastructures for supporting current forms of learning nor taking schools in their current form as God-given, natural entities, but changing current forms of education by developing new frameworks and socio-technical environments for making learning an integral part of life. The authors provide a framework for this argumentation as well as a call-to-action for research on the co-evolution of learning, media, and learning organizations.Design/methodology/approachThis paper theoretically and argumentatively explores the core assumption that the digitalization of society results in challenges and opportunities for learning and education based on fundamental transformations (Collins and Halverson, 2009; Fischer et al., 2020).FindingsThe digital age greatly enhances the opportunities and supports the necessity for “making learning a part of life”. But while the growth of technology is certain, the inevitability of any particular future is not. The impact of schooling goes beyond that new information about computers, the Internet, and social media are integrated into the schools of today. The transformation of schools needs to be informed by an understanding of the impact of mindset formation that will determine people's approach to learning for the rest of their lives. The authors’ framework is focused on moving “beyond gift-wrapping” by not only fixing and existing systems but to change them and not only reforming but transforming them.Originality/valueIt is the authors’ hope that this article will be of interest to many stakeholders (including learners, teachers, curriculum designers, technology experts, parents, and politicians) and provide a foundation for an ongoing debate and informed actions for “Making Learning a Part of Life” in the digital age.

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Section: Beyond Curriculum and Cultural Literacy: Interest-driven And...mentioning

confidence: 99%

The challenge for the digital age: making learning a part of life

Fischer

Lundin

Lindberg

2022

IJILT

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“…Wong later introduced a hierarchy giving pre‐eminence to time and space (2013), which is in line with a point made by Wali et al. (2008) that the mobility of a person should be centred in conceptions of mobile learning, and in 2019 Wong and Looi further situated the concept in comparison to a series of similar or related concepts.…”

Section: Introductionmentioning

confidence: 65%

Left to their own devices: An exploration of context in seamless work‐related mobile learning

Casebourne

2024

Brit J Educational Tech

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This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public domain blogs and reports and anonymised trace data showing e‐learning visits via a mobile device, a picture of institutional practice and values was developed. Against this backdrop, a survey of 50 individuals followed by semi‐structured interviews provided information about seamless mobile learning projects. Mobile learning was often fragmented and ad hoc, rather than part of a longer, seamless learning project. A distinction between just‐in‐time learning and just‐in‐case learning was apparent, with the latter often postponed. For mobile workers, mobile learning focused on current work setting, whereas workers who could work in many interchangeable settings might move to somewhere they could concentrate. Mobile learning was sometimes motivated by a sense of a lack of time and a need to stay ‘on top of things’ as much as by interest in a topic. Sustained seamless mobile learning projects occurred if there was institutional support for learning that was also of individual interest and if learners had the ability to orchestrate their learning. Learners reported these seamless mobile learning projects to be enjoyable and compelling. This paper contributes to the evidence of seamless mobile learning practice over the life course and illustrates the value of considering an individual's relation to various institutions in conceptualisations of seamless mobile learning. It also offers pointers for the future design of seamless mobile learning tools including a need to offer learners the opportunity to sometimes separate ongoing learning which is related to distinct institutions.Practitioner notesWhat is already known about this topic Mobile devices accompany their owners across settings that were previously considered separate, such as work, college and households. This has the potential to impact work/home and other boundaries. From a pedagogical perspective, mobile devices may support seamless learning, in which experiences across distinct settings result in a holistic and unified understanding. What this paper adds It introduces the concept of the institution to conceptions of seamless learning. It illustrates the ways in which different institutions (workplaces or educational institutions) can shape individual experiences and decisions about when and where to learn. It provides evidence that some working adults engage in seamless learning projects and describe this as compelling and enjoyable, but that others prefer to separate distinct life spheres. Implications for practice and/or policy There may be value in institutions and designers supporting people who want to engage in seamless mobile learning. However, it is important to be aware that not everyone wants to engage in seamless learning. Seamless learning is more likely to occur when individual and institutional priorities are aligned across several institutions, so there will be challenges for a single institution seeking to promote it.

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“…This study indicates that online learning can answer educational developments that can be integrated with technology (Mohammadi, 2015;Spiegel & Rodríguez, 2016). Online learning is a continuous learning strategy across the context of continuity of learning experiences (Wongchiranuwat, 2020) and allows it to be done anytime and anywhere (L. H. Wong & Looi, 2019). The main objective of the learning process is to improve students' ability to master concepts in increasing student self-confidence.…”

Section: Resultsmentioning

confidence: 91%

Online Learning on Children's Language Development During the COVID-19 Pandemic

Kristanto¹,

Citrasukmawati²

2023

J. Obs. J. Pendidik. Anak Usia Dini

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The period of the COVID-19 pandemic impacted education, especially on early childhood education aged 5-6 years. This study aims to determine the effect of online learning on developing language aspects of children aged 5-6 years. The method used is True Experimental Design by comparing face-to-face learning at school and online education at home. The research subjects consisted of two groups, namely experimental and control, with 40 PAUD children from Kindergarten Schools in Surabaya and Gresik. Based on the Asymp.Sig value shows that online learning significantly affects early childhood language development during the Covid-19 pandemic. The reason is, face-to-face learning cannot be done optimally, with reduced learning hours during the Covid-19 pandemic. Conversely, online learning can be done anywhere and anytime, even though the place and distance are different. 0.000 0.05. Online learning that is carried out has the advantage of not having space and time boundaries so that the need for increasing children's speaking, reading, and writing skills can be met.

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The Conceptual Niche of Seamless Learning: An Invitation to Dialogue

Cited by 9 publications

References 64 publications

The challenge for the digital age: making learning a part of life

The challenge for the digital age: making learning a part of life

Left to their own devices: An exploration of context in seamless work‐related mobile learning

Online Learning on Children's Language Development During the COVID-19 Pandemic

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