The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning

Yueh Min Huang, Po Sheng Chiu, Tzu Chien Liu, Tzung Shi Chen

Research output: Contribution to journalArticle

123 Citations (Scopus)

Abstract

If ubiquitous learning (u-learning) is to be effectively developed and feasibly applied to education, it is necessary to evaluate its effectiveness. Yet to achieve a sound evaluation, a particular paradigm must be employed to fit the problem domain. Toward this end, the authors of this study have adopted a meaningful learning paradigm. Meaningful learning is often regarded as the ultimate learning status for a learner, regardless of the learning environment. Interestingly, several characteristics of u-learning are also linked to attributes of meaningful learning. For example, both u-learning and meaningful learning emphasize the authentic and active of the learning activity. Therefore, it is important to investigate the applicability of a meaningful learning paradigm for evaluating the efficacy of u-learning. The method proposed here evaluates u-learning along both macro and micro aspects, and in an effort to make u-learning more sustainable. By employing a case study, we demonstrate the feasibility of our approach by showing the advantages and disadvantages that are common to both u-learning and meaningful learning. Moreover, we also provide suggestions for instructors and designers so that they can promote the quality of u-learning.

Original languageEnglish
Pages (from-to)2291-2302
Number of pages12
JournalComputers and Education
Volume57
Issue number4
DOIs
Publication statusPublished - 2011 Dec 1

Fingerprint

Macros
Education
Acoustic waves
evaluation
learning
paradigm
instructor
learning environment

Keywords

  • Elementary education
  • Evaluation methodologies
  • Pedagogical issues
  • Ubiquitous learning

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

Cite this

The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning. / Huang, Yueh Min; Chiu, Po Sheng; Liu, Tzu Chien; Chen, Tzung Shi.

In: Computers and Education, Vol. 57, No. 4, 01.12.2011, p. 2291-2302.

Research output: Contribution to journalArticle

Huang, Yueh Min ; Chiu, Po Sheng ; Liu, Tzu Chien ; Chen, Tzung Shi. / The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning. In: Computers and Education. 2011 ; Vol. 57, No. 4. pp. 2291-2302.
@article{c6b8128b548c4c049b9e819efe4b8080,
title = "The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning",
abstract = "If ubiquitous learning (u-learning) is to be effectively developed and feasibly applied to education, it is necessary to evaluate its effectiveness. Yet to achieve a sound evaluation, a particular paradigm must be employed to fit the problem domain. Toward this end, the authors of this study have adopted a meaningful learning paradigm. Meaningful learning is often regarded as the ultimate learning status for a learner, regardless of the learning environment. Interestingly, several characteristics of u-learning are also linked to attributes of meaningful learning. For example, both u-learning and meaningful learning emphasize the authentic and active of the learning activity. Therefore, it is important to investigate the applicability of a meaningful learning paradigm for evaluating the efficacy of u-learning. The method proposed here evaluates u-learning along both macro and micro aspects, and in an effort to make u-learning more sustainable. By employing a case study, we demonstrate the feasibility of our approach by showing the advantages and disadvantages that are common to both u-learning and meaningful learning. Moreover, we also provide suggestions for instructors and designers so that they can promote the quality of u-learning.",
keywords = "Elementary education, Evaluation methodologies, Pedagogical issues, Ubiquitous learning",
author = "Huang, {Yueh Min} and Chiu, {Po Sheng} and Liu, {Tzu Chien} and Chen, {Tzung Shi}",
year = "2011",
month = "12",
day = "1",
doi = "10.1016/j.compedu.2011.05.023",
language = "English",
volume = "57",
pages = "2291--2302",
journal = "Computers and Education",
issn = "0360-1315",
publisher = "Elsevier Limited",
number = "4",

}

TY - JOUR

T1 - The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning

AU - Huang, Yueh Min

AU - Chiu, Po Sheng

AU - Liu, Tzu Chien

AU - Chen, Tzung Shi

PY - 2011/12/1

Y1 - 2011/12/1

N2 - If ubiquitous learning (u-learning) is to be effectively developed and feasibly applied to education, it is necessary to evaluate its effectiveness. Yet to achieve a sound evaluation, a particular paradigm must be employed to fit the problem domain. Toward this end, the authors of this study have adopted a meaningful learning paradigm. Meaningful learning is often regarded as the ultimate learning status for a learner, regardless of the learning environment. Interestingly, several characteristics of u-learning are also linked to attributes of meaningful learning. For example, both u-learning and meaningful learning emphasize the authentic and active of the learning activity. Therefore, it is important to investigate the applicability of a meaningful learning paradigm for evaluating the efficacy of u-learning. The method proposed here evaluates u-learning along both macro and micro aspects, and in an effort to make u-learning more sustainable. By employing a case study, we demonstrate the feasibility of our approach by showing the advantages and disadvantages that are common to both u-learning and meaningful learning. Moreover, we also provide suggestions for instructors and designers so that they can promote the quality of u-learning.

AB - If ubiquitous learning (u-learning) is to be effectively developed and feasibly applied to education, it is necessary to evaluate its effectiveness. Yet to achieve a sound evaluation, a particular paradigm must be employed to fit the problem domain. Toward this end, the authors of this study have adopted a meaningful learning paradigm. Meaningful learning is often regarded as the ultimate learning status for a learner, regardless of the learning environment. Interestingly, several characteristics of u-learning are also linked to attributes of meaningful learning. For example, both u-learning and meaningful learning emphasize the authentic and active of the learning activity. Therefore, it is important to investigate the applicability of a meaningful learning paradigm for evaluating the efficacy of u-learning. The method proposed here evaluates u-learning along both macro and micro aspects, and in an effort to make u-learning more sustainable. By employing a case study, we demonstrate the feasibility of our approach by showing the advantages and disadvantages that are common to both u-learning and meaningful learning. Moreover, we also provide suggestions for instructors and designers so that they can promote the quality of u-learning.

KW - Elementary education

KW - Evaluation methodologies

KW - Pedagogical issues

KW - Ubiquitous learning

UR - http://www.scopus.com/inward/record.url?scp=79960656196&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79960656196&partnerID=8YFLogxK

U2 - 10.1016/j.compedu.2011.05.023

DO - 10.1016/j.compedu.2011.05.023

M3 - Article

AN - SCOPUS:79960656196

VL - 57

SP - 2291

EP - 2302

JO - Computers and Education

JF - Computers and Education

SN - 0360-1315

IS - 4

ER -