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"Nontraditional Education"
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A Black Gaze, a Freedom Dream and the Afrofuture
This article challenges the notion that alternatives are deficient or less substantial. In the Black-oriented homeplace, we situate alternatives as organic and ordinary, but also revolutionary and radical acts, where the Black gaze, freedom dreaming, and the Afrofuture serve as tools for reimagining possibilities and disrupting traditional forms and functions in the EdD landscape. We primarily focus on the methodological and theoretical decisions of Black women scholars, researchers, and graduate students because their decisions are many times culturally rooted, lack institutional support, and are reshaped during the dissertation process or co-opted in ways that strip their radicalness so that they pass through portals of Eurocentric masculinist acceptance. We also advocate for non-traditional graduate students whose unique experiences and needs often remain underserved in traditional graduate education. We argue that due to the knowledge-validation processes, new ways of knowing are deemed deviant or peculiar. However, despite questions around the legitimacy and quality of Black women’s knowledge production, their incalculable ways of knowing and acts of resistance against epistemic violence serve as emancipatory blueprints to guide the reimagining the EdD.
Journal Article
Difficulties in defining mobile learning: analysis, design characteristics, and implications
Mobile learning, or m-learning, has become an umbrella term for the integration of mobile computing devices within teaching and learning. In the literature, however, use of the terms has been unsystematic. The purpose of this article is to critically examine the principles of mobile learning. First, I examine the extant literature with regard to defining mobile learning. Four definitions of mobile learning categories are described: (1) relationship to distance education and elearning, (2) exploitation of devices and technologies, (3) mediation with technology, and (4) nomadic nature of learner and learning. Second, in an effort to provide a basis on which to ground future mobile learning research, I propose a framework of design characteristics for mobile learning environments. Seven design characteristics are identified and discussed. Finally, I present implications for future research and instructional design. This paper contributes to the field of mobile learning by providing researchers more precise ways to identify and describe the characteristics of mobile learning environments, as well as describe the attributes of successful mobile learners.
Journal Article
Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education
The Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first
Postdigital Science and Education
paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.
Journal Article
The Organization of Informal Learning
Informal learning is often treated as simply an alternative to formal, didactic instruction. This chapter discusses how the organization of informal learning differs across distinct settings but with important commonalities distinguishing informal learning from formal learning: Informal learning is nondidactic, is embedded in meaningful activity, builds on the learner's initiative or interest or choice (rather than resulting from external demands or requirements), and does not involve assessment external to the activity. The informal learning settings discussed all have learning and innovation as goals, and they all include guidance to newcomers through social interaction and/or the structure of activities. Along with the features in common, the organization of informal learning aho differs in important ways across settings as distinct as everyday family and community engagements that are not organized around instruction; voluntary settings with an instructional focus, such as after-school programs; innovative schools that emphasize children's initiative and choice; children's \"underground\" informal learning in schools; and institutions such as science centers that have an instructional as well as a voluntary leisure focus. These informal learning settings differ in extent of focus on and ways of including play, instruction, collaborative or solo activity, contribution to \"real\" productive goals, and connection with a larger community.
Journal Article
Cyberloafing and cyberslacking in the workplace: systematic literature review of past achievements and future promises
PurposeScholars are increasingly focusing on the adverse effects of digitization on human lives in personal and professional contexts. Cyberloafing is one such effect and digitization-related workplace behavior that has garnered attention in both academic and mainstream media. However, the existing literature is fragmented and needs to be consolidated to generate a comprehensive and contemporary overview of cyberloafing research and map its current intellectual boundaries. The purpose of this paper is to shed some light on systematic literature review (SLR) in cyberloafing and cyberslacking in the workplace.Design/methodology/approachA SLR is conducted to assimilate the existing research. A total of 87 studies selected through a robust protocol are analyzed through content analysis.FindingsA total of four thematic research areas and inherent gaps are identified, including conceptualization, operationalization, antecedents and stakeholders and consequences. Results are used to assimilate thematic gaps and potential research questions (RQs) to be addressed by future scholars. To advance cyberloafing research, the authors propose a theoretically grounded comprehensive framework based on the SLR findings.Originality/valueOur study's novelty rests in its state-of-the-art synthesis of cyberloafing research, which encompasses a broader scope than prior SLRs. Furthermore, developing a theoretically grounded comprehensive framework for advancing future research is a unique contribution of this study.
Journal Article
Online Learning Platforms: Reconstructing Modern Higher Education
Online learning platforms play an important role in modern education. However, they may not be sufficiently represented in educational institutions. In this regard, the research objectives are set, namely: organize a comparative analysis of several popular distance learning platforms (Moodle, Open edX and NEO LMS) in accordance with the criteria (system features, content support, content creation, user management, reporting system; conduct consultation with university teachers, during which they will highlight the benefits of distance education systems from the point of view of the teacher; and test students, who use the online platform for learning in order to clarify its impact on academic performance. While consulting with 40 teachers of Russian and Chinese universities (Moscow State University, Higher School of Economics, Peking University, Tsinghua University), the following advantages of distance platforms have been highlighted: greater freedom of access, lower education prices, the possibility of dividing the content of the e-course into modules, flexibility of education, the ability to keep up with modern pace of life, and the ability to define criteria for assessing knowledge. According to the results of testing, after working with the Moodle platform, students (300 people in total) with different academic performance have improved their results. The most significant improvement has occurred among students with “unsatisfactory” grades; more than 50% have improved their results. Analysis of distance learning systems, testing of students and consultation with teachers allow saying that such platforms help to make education more accessible and convenient. Besides, information technologies are introduced in the educational process. That is why it is important to implement such platforms in higher education.
Journal Article
Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments
The objective of this article is to analyze the didactic functionality of a chatbot to improve the results of the students of the National University of Distance Education (UNED / Spain) in accessing the university in the subject of Spanish Language. For this, a quasi-experimental experiment was designed, and a quantitative methodology was used through pretest and posttest in a control and experimental group in which the effectiveness of two teaching models was compared, one more traditional based on exercises written on paper and another based on interaction with a chatbot. Subsequently, the perception of the experimental group in an academic forum about the educational use of the chatbot was analyzed through text mining with tests of Latent Dirichlet Allocation (LDA), pairwise distance matrix and bigrams. The quantitative results showed that the students in the experimental group substantially improved the results compared to the students with a more traditional methodology (experimental group / mean: 32.1346 / control group / mean: 28.4706). Punctuation correctness has been improved mainly in the usage of comma, colon and periods in different syntactic patterns. Furthermore, the perception of the students in the experimental group showed that they positively value chatbots in their teaching–learning process in three dimensions: greater “support” and companionship in the learning process, as they perceive greater interactivity due to their conversational nature; greater “feedback” and interaction compared to the more traditional methodology and, lastly, they especially value the ease of use and the possibility of interacting and learning anywhere and anytime.
Journal Article