Learning Design and Learning Analytics in Mobile and Ubiquitous Learning: A Systematic Review

Autor/inn/en	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
Titel	Learning Design and Learning Analytics in Mobile and Ubiquitous Learning: A Systematic Review
Quelle	In: British Journal of Educational Technology, 51 (2020) 4, S.1078-1100 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pishtari, Gerti) ORCID (Rodríguez-Triana, María J.) ORCID (Väljataga, Terje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12944
Schlagwörter	Telecommunications; Handheld Devices; Teaching Methods; Learning Processes; Instructional Design; Data Analysis; Higher Education; Correlation; Computer Simulation; Educational Environment; Learning Activities; Instructional Effectiveness; Technology Uses in Education; Informal Education + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Auswertung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korrelation; Computergrafik; Computersimulation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernaktivität; Unterrichtserfolg; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informelle Bildung; Nichtformale Bildung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01