Title: Identifying learning features and models for context-aware ubiquitous learning with phenomenological research method

Authors: Gi-zen Liu; Tzu-chien Liu; Chih-chung Lin; Yu-ling Kuo; Gwo-jen Hwang

Addresses: Department of Foreign Languages and Literature, National Cheng Kung University, Tainan City, Taiwan ' Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei City, Taiwan ' Graduate Institute of Education, National Cheng Kung University, Tainan City, Taiwan ' Department of Foreign Languages and Literature, National Cheng Kung University, Tainan City, Taiwan ' Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei City, Taiwan

Abstract: Context-aware ubiquitous learning (u-learning) is an emerging paradigm of e-learning, and it provides new educational practices for knowledge and skill development. This paper focuses on the identification and analysis of u-learning effectiveness to develop a learning design model to guide interested practitioners via phenomenological research method. The authors first examined 21 identified u-learning studies cited at least five times in the Web of Science to conduct the first step of phenomenological research method, bracketing the phenomenon. Later, the researchers followed the needed procedure of the phenomenological research method, including collecting interview data, identifying meaningful statements, giving meanings to those statements, and creating rich descriptions. The results demonstrate possible features of u-learning and the learning design model based the features to increase the learning effectiveness, and interested practitioners can apply the proposed learning design model proposed after the identification of learning effectiveness of the selected u-learning studies when constructing u-learning projects.

Keywords: qualitative analysis; human-computer interaction; HCI; instructional technology; ubiquitous learning; u-learning; context awareness; phenomenological research; learning features; learning models; e-learning; electronic learning; online learning; learning effectiveness.

DOI: 10.1504/IJMLO.2016.079501

International Journal of Mobile Learning and Organisation, 2016 Vol.10 No.4, pp.238 - 262

Received: 01 Apr 2016
Accepted: 16 Jun 2016

Published online: 29 Sep 2016 *

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