U-Learning: A Modern Paradigm Shift of Learning from Higher Education Students' Perspective

Siddiqui, Shafaq; Waqas, Ahmad; Rehman, M. Abdul; Qureshi, Faiza; Gul, Marina; Memon, Irfan Ahmed

doi:10.1109/ict4m.2018.00043

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…A virtual educational environment is characterised by various aspects, such as teachers becoming guidance counsellors; students transforming their learning into active and participative; independence in space and time through digital tools (e-mail, chat, forums, videoconferences or social networks, among others); a wide audience; interactive multimedia content through digital resources; methodological diversity in terms of pedagogical design, allowing self-instruction, collaborative learning and gamification. It is also characterised by control of student learning, or monitoring of student progress in real time with usually instantaneous feedback [69][70][71][72][73]; although student appreciation and motivation decreases in the absence of such interactions [74] and it is difficult to evaluate online in areas requiring applied practices [75].…”

Section: Discussionmentioning

confidence: 99%

Impact on the Virtual Learning Environment Due to COVID-19

et al. 2021

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As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019–2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory.

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Section: Discussionmentioning

confidence: 99%

Impact on the Virtual Learning Environment Due to COVID-19

et al. 2021

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“…U-learning is one of the innovative approaches that enable learners to reveal varied environments and utilize the various interactions between information, object/device, and user/learner/student to form the communication environment called a U-environment, through which they can obtain the right learning content and achieve self-learning at the right place and the right time [37,38]. Education and training services are mostly available in ULEs.…”

Section: U-learning Modern Paradigm In Educationmentioning

confidence: 99%

The Effectiveness and Privacy Preservation of IoT on Ubiquitous Learning: Modern Learning Paradigm to Enhance Higher Education

et al. 2023

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The progress made in Information and Communication Technologies (ICT) has played a crucial role in turning the Internet of Things (IoT) into a reality. IoT is an emerging technology that refers to networks of interconnected and Internet-enabled objects equipped with sensors, processors, and actuators that interact with each other to create significant collaboration and interaction environments. The field of education is one of the areas where IoT can be applied. However, the implementation of IoT poses security and privacy risks, such as unauthorized access, denial-of-service (DoS) attacks, and interference with wireless signals where IoT devices collect a significant amount of data, including user’s personal information like identity, location, and daily behavior. Therefore, it is crucial to protect users’ privacy in IoT applications. The innovative Ubiquitous Learning Environments (ULEs) have been created by ubiquitous computing technologies (mobile, wireless, network), which provide learners with learning experiences beyond the traditional classroom in both the real and virtual worlds. Ubiquitous learning (U-learning) is an emerging technology as a result of the tremendous technological revolution of ICT. U-learning is a novel learner-centered approach that aims to enhance learning, motivation, and creativity by utilizing innovative technology and IoT. U-learning enables learners to access the appropriate learning content, collaborate with the right learning partners, and engage in self-learning at the right time and place in a ubiquitous computing environment. To support learners in developing their social skills, in this study a framework for implementing the ULE based on the Internet of Things is designed, which consists of three main layers: perception, network, and application. The article explores the effects of IoT on education and how U-learning, which incorporates IoT to enhance learning experiences, has the potential to replace traditional classroom learning. Furthermore, the article addresses privacy preservation measures for different layers within the IoT environment and ULE. A framework for implementing the ULE model is in progress, which is a part of our future work.

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“…VLE is an information room mediated by Advanced Information Technology (AIT), integrating various tools where both teachers and students become actors in the learning process (Kerimbayev, 2015). VLE has various characteristics such as online classroom forums, interactive multimedia content, various pedagogical designs, students following independent instruction, and collaborative and gamification-based learning (Bozkurt & Sharma, 2020;Siddiqui et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

E-Leadership, Technology Acceptance and Technological Self-Efficacy: Its Effect on Teacher Attitudes in Using Virtual Learning Environments

2023

Pegegog

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This study seeks to understand better how e-leadership, technology acceptance and technological self-efficacy contribute to improved teacher attitudes in using virtual learning environments. The method used was quantitative with structural equation modeling with SmartPLS 3.2.8. The population of this study consisted of 1,570 teachers in the Malang district, Indonesia. A sample of 420 teachers was selected using a systematic random sampling technique. The findings demonstrated a positive and significant effect of e-leadership, technology acceptance, and technological self-efficacy on teacher attitudes in using virtual learning environments. In addition, e-leadership positively and significantly affects teachers' technology acceptance and technological self-efficacy. Subsequent studies may also use a hybrid explanatory sequential approach. It can also make technology acceptance and technological self-efficacy a mediator variable in building the relationship between e-leadership and teacher attitudes in using virtual learning environments.

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U-Learning: A Modern Paradigm Shift of Learning from Higher Education Students' Perspective

Cited by 5 publications

References 4 publications

Impact on the Virtual Learning Environment Due to COVID-19

Impact on the Virtual Learning Environment Due to COVID-19

The Effectiveness and Privacy Preservation of IoT on Ubiquitous Learning: Modern Learning Paradigm to Enhance Higher Education

E-Leadership, Technology Acceptance and Technological Self-Efficacy: Its Effect on Teacher Attitudes in Using Virtual Learning Environments

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