A review of research on bridging the gap between formal and informal learning with technology in primary school contexts.
Abstract: This study reviews empirical research articles published in the field of technology‐enhanced learning in the out‐of‐class contexts in primary schools between the years 2007 and 2016 and explores how the body of research has connected formal and informal learning experiences, referred to in...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 4; pp. 417 - 429 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=130898733&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 130898733 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2018 vid: 34 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 130898733 130898733 130898733 10.1111/jcal.12252 130898733 ppf: 417 ppct: 12 formats: tig: atl: A review of research on bridging the gap between formal and informal learning with technology in primary school contexts. aug: au: Jagušt, T. Botički, I. So, H.‐J. affil: University of Zagreb Faculty of Electrical Engineering and Computing, Croatia sug: subj: Computer-Assisted Instruction Students, Elementary Learning Methods Bloom's Taxonomy Human Funding Source Computerized Literature Searching ab: Abstract: This study reviews empirical research articles published in the field of technology‐enhanced learning in the out‐of‐class contexts in primary schools between the years 2007 and 2016 and explores how the body of research has connected formal and informal learning experiences, referred to in the paper as bridging the gap. The review focuses on 43 selected experiments from 41 research papers, which are in detail examined and classified using the 3 criteria: (a) the Bloom's taxonomy for learning, (b) the intentionality to physical settings classification used to differentiate types of learning in various environments, and (c) the characteristics of seamless learning design. The findings confirm that technology can enhance learning in and out of classroom, especially by impacting student interest, motivation, and engagement. The close examination of the subset of studies with cognitive gains shows that they successfully bridged the gap between learning spaces and that such bridging positively correlates with the number of steps in the learning activity design. The successful bridging of the gap between learning spaces could further benefit from including more online social learning activities into the designed learning process and from involving teachers as cocreators of the learning process and resources. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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