Ubiquitous learning environments in higher education: A scoping literature review

Virtanen, Mari; Haavisto, Elina; Liikanen, Eeva

doi:10.1007/s10639-017-9646-6

Cited by 89 publications

(55 citation statements)

References 23 publications

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“…A stated strength of the methodology is its ability to identify the key features of a diverse body of research in a connected manner (Davis et al 2009). Today, scoping reviews are an accepted means for reviewing educational research across a range of domains, particularly where those domains are 'breaking new ground' (e.g., DeLuca et al 2015;McEvoy et al 2015;Major and Watson 2017;O'Flaherty and Phillips 2015;Virtanen et al 2017).…”

Section: A Systematic Scoping Reviewmentioning

confidence: 99%

Classroom dialogue and digital technologies: A scoping review

et al. 2018

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This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000-2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.

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Section: A Systematic Scoping Reviewmentioning

confidence: 99%

Classroom dialogue and digital technologies: A scoping review

et al. 2018

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“…Researchers examining emergent educational phenomena, generated theories and constructs to embrace such complexity. Ubiquitous learning (Virtanen, Haavisto, Liikanen, & Kääriäinen, ), seamless learning (Wong & Looi, ) and expanded contexts of learning and personal learning environments (Attwell, ; Dabbagh & Kitsantas, ) dealt with forms of learning that (a) exploit emergent technological affordances, (b) go beyond a single context and (c) are personalized and self‐directed. More recent technological advances, like augmented reality, intelligent tutoring systems and mobile devices, to mention a few, facilitated closer connections between the virtual and physical world, generating new forms of continuity (Adams Becker et al ., ).…”

mentioning

confidence: 99%

“Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era”

Sangrà

Raffaghelli

Veletsianos

2019

Brit J Educational Tech

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“…The conceptualizations emphasized the idea of learning everywhere and at any time, based on the rising phenomenon of access to the Internet and the use of mobile devices for learning. In this respect, "seamless learning" (Sharples, 2015;Wong, Milrad, & Specht, 2015) and "ubiquitous learning" (Virtanen, Haavisto, Liikanen, & Kääriäinen, 2018) led the way. This development further enriched the technological landscape while also contributing to the debate on formal, non-formal and informal learning (Mocker, 1983), since the digital tracking of activities and the digital presence on more informal spaces such as social media made the incidence and importance of unstructured forms of learning for lifelong learning more and more visible.…”

Section: Practitioner Notesmentioning

confidence: 99%

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

Sangrà¹,

Raffaghelli²,

Catasús³

2019

Brit J Educational Tech

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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.

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Ubiquitous learning environments in higher education: A scoping literature review

Cited by 89 publications

References 23 publications

Classroom dialogue and digital technologies: A scoping review

Classroom dialogue and digital technologies: A scoping review

“Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era”

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

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