Understanding students’ preferences toward the smart classroom learning environment: Development and validation of an instrument

MacLeod, Jason; Yang, Harrison Hao; Zhu, Sha; Li, Yanhong

doi:10.1016/j.compedu.2018.03.015

Cited by 132 publications

(118 citation statements)

References 43 publications

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“…These devices must be completely integrated in the Smart Classroom: a smart/interactive whiteboard [49], a smart system as an "e-podium" to allow students to draw annotations live in the teacher's digital material [50], a system to allow interaction with screens through body movements using somatosensory equipment [51], and multiple student-controlled interactive whiteboards or touch screens [52]. Some devices can be brought to the Smart Classroom according to the Bring Your Own Device (BYOD) initiative, promoting the use personal devices by students.…”

Section: Technological Solutionsmentioning

confidence: 99%

“…Connections between people are elementary, as interaction is the core of smart learning [80], including the relationships between students [52], interactions between teachers and students, or even connections between the actors and the objects and spaces (IoT), and between human-computer interactions and buildings [86]. The Smart Classroom must allow all kinds of interactivity and interconnections.…”

Section: Performed Processesmentioning

confidence: 99%

“…A Smart Classroom must be effective and efficient, allowing the best conditions for teaching and learning to take place [49], and must be easy to use to avoid the actors being discouraged due to technical issues [52]. A Smart Classroom must also be engaging and motivating [87]; this does not only depend on the system, but also on how actors behave and interact, and their willingness to make the most of the space.…”

Section: Performed Processesmentioning

confidence: 99%

“…Different approaches have been published regarding the actors, which include Smart Classrooms founded in the constructivist epistemology [52], and focusing on connectivism and building learning and teaching communities [51]. In any case, Smart Classrooms demand adaptation to a new learning paradigm [88], new pedagogies and new teaching methodologies for smart citizens of the 21st century, and the development of new skills and competences [83].…”

Section: Performed Processesmentioning

confidence: 99%

“…In the short term, new developments should go in the direction of allowing a new learning paradigm [88], new pedagogies and new teaching methodologies for smart citizens of the 21st century, and for developing new skills and new competences [83]. Concerning technology, the implementation of Smart watches or RFID tag sensors for teachers and students [53][54][55][56][57]64], interactive whiteboards or touch screen displays with multiple students [49,52] or interaction screens that recognise body movements [51,52], and full access to knowledge through mobile devices and full internet access can be considered. It should be noted that there are existing initiatives and solutions of cloud storage [59,62] allowing easy access and information management from anywhere, and devices with collaborative data and writing software tools that allow knowledge sharing, management and co-creation [66], considering students' needs [63] and student-centred learning methods [85], which allow student self-regulation to foster autonomous and lifelong learning.…”

Section: Technology Environment Processesmentioning

confidence: 99%

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The Smart Classroom as a Means to the Development of ESD Methodologies

2020

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Educational institutions are envisioned as principal agents for addressing the current sustainability challenge that society is facing. Education for Sustainable Development (ESD) is transformational and concerns learning content and outcomes, pedagogy and the learning environment in itself. ESD entails rethinking the learning environment (physical and virtual) in line with sustainable development, which implies classrooms' transformation towards learner engagement, formative assessments and active methodologies. This paper responds to this need through exploring the relationship between Smart Classrooms and four widely used ESD methodologies (project or problem-based learning, case study, simulation and cooperative inquiry), identifying how the dimensions and categories of the characteristics of Smart Classrooms can contribute and lead to the implementation of ESD methodologies in real teaching practice in an effective way. The method used in this study consisted of a literature review of both theoretical frameworks separately, ESD and Smart Classrooms, and a subsequent expert analysis to identify the interrelation between both. The Smart Classroom shows a high level of adequacy for using problem and project-based learning, case study and cooperative inquiry methods because of its characteristics in terms of technology developments, environmental conditions and processes. Simulation is the ESD methodology with the lowest level of adequacy in a Smart Classroom, because it is primarily held online rather than through face-to-face teaching. Smart Education facilitates the putting in practice of ESD processes as it enables the creation of intelligent, sustainable, resource-efficient, personalised and adaptive learning environments. Further empirical research is needed to explore the influence that the Smart Classroom has in enabling ESD processes and practices, and to identify students' and teachers' needs at different education levels. Additionally, teacher training programmes focused on the correct use of Smart Classrooms and on the digital competence of teachers are critical to its successful implementation.

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Section: Technological Solutionsmentioning

confidence: 99%

Section: Performed Processesmentioning

confidence: 99%

Section: Performed Processesmentioning

confidence: 99%