The landscape of research on learning in low-tech environments

Abstract

Purpose This paper aims to review the landscape of research in pedagogy and learning that surmounts the challenges of low-tech, information-rich environments during the past decade. It also reviews the methods used, populations studied and places where such research was carried out and proposes a conceptual framework. Design/methodology/approach A scoping review methodology was used to provide initial, broad insight into the field of learning in low tech environments. Findings The study found that low tech was not a barrier when it came to effectiveness of pedagogy and learning. In addition, it became apparent that active learning strategies combined with no-tech, low-tech and high-tech resources and strategies can lead to learning environments that are learner-centered, knowledge-centered, assessment-centered and community-centered. Originality/value The authors propose the framework for learning in low-tech, information-rich environments, which can be used by researchers, educators, practitioners and policymakers in environments with low technology, or in those with high technology seeking to transfer expertise and technology to these areas.

The effect of course format on student learning in introductory biomechanics courses that utilise low-tech active learning exercises

“…All materials were provided to students through the university's online course management system (e.g. : D2L through summer 2018, and Campana & Agarwal, 2019). The five AL exercises utilised included both individual and small group activities: Quizzes/ Projects, Professional Issues Discussions, Think-Pair-Share, Hypothesise-Demo /Activity, and Review/Self-Assessments.…”

“…For the purposes of this paper, 'active learning' (AL) is defined as an active, collaborative, cooperative, and problem-based teaching method that gets students involved in their own learning by participating in relevant activities and thinking about the outcomes of those activities (Campana & Agarwal, 2019). AL pedagogy increases mastery of course concepts beyond traditional instruction in numerous disciplines (Beichner et al, 2007;Freeman et al, 2014;Hake, 1998;Prince, 2004;Springer et al, 1999), even when electronic technologies (Knudson & Wallace, 2019;Soneral & Wyse, 2017) are not commonly employed.…”

A tale of two instructional experiences: student engagement in active learning and emergency remote learning of biomechanics

“…Active Learning pedagogies have been implemented to address these problems and improve learning of mechanical concepts in physics and biomechanics. Active learning is an active, cooperative, or problem-based instructional method that promotes student involvement in relevant activities and thinking about what they are doing (Bonwell & Eison, 1991;Campana & Agarwal, 2019).…”

Situating race: the case for examining Black children’s informal mathematics learning outside of schools

“…However, in taking an asset-based approach to exploring mathematical knowledge in Black communities, we may discover new modes for mathematical inquiry that are embedded in cultural norms and practices. As the literature on low-tech learning environments suggests, an innovative, information-rich learning contexts need not be technologically advanced, but more importantly, abundant in active learning opportunities (Campana and Agarwal, 2019). Perhaps, if we were to further explore learning in Black communities, we would find ample opportunities for contextualized mathematical learning that could inform learning in for spaces.…”