The Seven Traits of a Learning Environment: A Framework for Evaluating Mobile Learning Engagement

Abstract

Mobile technology is increasingly used both in and out of school classrooms by students to remain actively engaged in learning and extend their learning. Developments in mobile technology have made it possible to access and interact with learning resources, other learners and teachers in ways not possible just a few years ago. Instructional designers and teachers struggle to maintain understandings of how changes in technology impact student interactions and learning engagement. Instead of focusing on particular tools, instructional designers and teachers should focus on the design of the learning environment to gain understanding of what students are doing while engaged in learning. The Seven-Traits of a Learning Environment framework is introduced here to help educators develop more effective and engaging instructional design for mobile learning environments. The SAMR technology integration model is discussed as a potential tool to help measure student engagement through the lens of the 7-Traits framework.Connectivist learning theory explains how knowledge acquisition depends on connected information sources that include people, social networks, search engines, media resources, and other digital media. Siemens wrote that connected learners regularly inquire, collaborate, share work and express themselves while developing and strengthening knowledge sources, which can be found internally in cognitive networks, and externally in connected networks [3]. The actions involved in maintaining these knowledge connections increase the complexity of these networks and enables learners to construct new and meaningful understandings. Learning in a connected environment is typically public and non-linear and assessments are based on student generated and collaborative works [4]. By utilizing common mobile communication and search tools, students can create, develop, and strengthen connections between different information sources [5]. The tools aid student thinking by providing ways to help them decrease mental effort while processing information and creating long-term knowledge. As students are practically always in possession of a mobile device, they are capable of increasing overall participation in discussions, asking and answering questions, sharing and reviewing work, or conducting and analyzing research. Reciprocal DeterminismAccording to Bandura, learning can be observed through the triadic relationships of behavior, psychology and situation [11]. From a practical point of view instructional designers or teachers can observe this in how the students act, behave and process information in different situations. Learning is dependent on how these factors interact; changes in one impact the other two. In mobile learning environments, learner engagement is witnessed when students use their mobile learning in different contexts to build and personalize their knowledge. They may send messages, share pictures and work, ask for help, inquire, watch videos, or even play games in different ways to help their learning. Because ...

[Retracted] Application of Multimode Learning Environment Based on the Internet in College English Teaching

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Peningkatan model SAMR serta penerapannya untuk pembelajaran online yang mendalam

“…Dalam dimensi ini, pemanfaatan teknologi cenderung menunjukkan sedikit perubahan pada bagaimana suatu tugas dilakukan dan kemudian diselesaikan. Namun pengaruh penerapan teknologi di dalamnya memungkinkan tugas tersebut diselesaikan dengan lebih efektif dan efisien (Arnold, 2019).…”

“…Suatu tugas tidak mungkin dapat diselesaikan tanpa pemanfaatan teknologi (Geer et al, 2017). Tahap transformasi juga mendeskripsikan bagaimana penggunaan teknologi dipandang sebagai pengubah hakikat dari pengalaman belajar itu sendiri serta apa yang dipelajari (Arnold, 2019).…”

Applying the Matrix Model in an English for Presentation Online Class during COVID-19 Pandemic: A Case Study of an Undergraduate Class in Thailand

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