Identifying learning features and models for contextaware ubiquitous learning with phenomenological research method

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.