Learning design and learning analytics in mobile and ubiquitous learning: A systematic review

Learning design and learning analytics in mobile and ubiquitous learning: A systematic review

Mobile and Ubiquitous Learning (m/u‐learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physic...

Full description

Saved in:
Bibliographic Details
Published in:British journal of educational technology Vol. 51; no. 4; pp. 1078 - 1100
Main Authors: Pishtari, Gerti, Rodríguez‐Triana, María J., Sarmiento‐Márquez, Edna M., Pérez‐Sanagustín, Mar, Ruiz‐Calleja, Adolfo, Santos, Patricia, P. Prieto, Luis, Serrano-Iglesias, Sergio, Väljataga, Terje
Format: Journal Article
Language:English
Published: Coventry Wiley-Blackwell 01-07-2020
Blackwell Publishing Ltd
Wiley
Subjects:
Blended Learning
Cognitive science
Computer science
Computer Simulation
Correlation
Data Analysis
Design analysis
Education
Educational Environment
Handheld Devices
Higher Education
Informal Education
Instructional Design
Instructional Effectiveness
Learning
Learning Activities
Learning Analytics
Learning Processes
Literature reviews
Teaching Methods
Technology Uses in Education
Telecommunications
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Mobile and Ubiquitous Learning (m/u‐learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u‐learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u‐learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes.
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.12944