Special Issue "Online and Ubiquitous Training, Mobile Technology in Education and Sustainability"

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 31 May 2020.

Special Issue Editors

Prof. Esteban Vázquez-Cano
E-Mail Website1 Website2
Guest Editor
Didactics and School Organization, Faculty of Education, National Distance Education University (UNED), 28040, Spain
Interests: ICT in Education; School Organization and Supervision; MOOCs; Online and Ubiquitous learning
Prof. Eloy López Meneses
E-Mail Website1 Website2
Guest Editor
Department of Education and Social Psychology. Area of School Organization and Didactics. Pablo de Olavide University. 41013, Spain
Interests: ICT in Education; Didactics; MOOCs; Online and Ubiquitous learning

Special Issue Information

Dear Colleagues,

At the World Education Forum 2015, the global community agreed to launch ‘Education 2030: the Incheon Declaration and Framework for Action’, which seeks to ensure access to basic education for all (UNESCO, 2015). That same year, the international community adopted the Sustainable Development Goals (SDGs), a set of 17 global goals and 169 targets with the unifying thread throughout of commitment to ending poverty (United Nations, 2015).

Sustainable Development Goal 4 (SDG4), which expands on the Education for All goals and the education-related Millennium Development Goals, focuses on the education needs of a sustainable society and exhorts the global community to ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ (United Nations, 2015).

ICT is viewed as a critical mechanism that can improve access to education and address issues relating to inclusion, equity and quality. ICT can also play a transformative role in raising public awareness and reducing the cost of extending new services to a wide audience. For the SDG4 targets to be achieved by the year 2030, it is necessary to leverage existing accessible technologies. Concomitantly, it has been predicted that the traditional approaches to using technologies will not be adequate for achieving the universal goals by 2030. Therefore, new, holistic approaches to ICT integration are required (UNESCO, 2015; 2016).

All these considerations guide the proposal of this monograph, which aims to collect studies and research, as well as theoretical contributions, which exemplify and inform good educational practices with ICT for a sustainable future.

Scientific contributions will be accepted, referred to four priority areas for the use of ICT towards achieving SDG4 and Education 2030:

  1. Mobile technology for transforming and expanding Secondary Education, Technical and Vocational Education and Training and Higher Education.
  2. ICT-integrated transformative pedagogies and the use of smart mobile devices to promote collaborative learning and to extend learning spaces beyond traditional classroom contexts.
  3. ICT for enhancing the competencies of girls, women and vulnerable groups to ensure that no one is left behind.
  4. Digital Transformation and Sustainability: Gamification, Learning analytics, MOOCs, virtual reality (VR), augmented reality (AR), Social Computing, Big data, OER and open solutions, open social networks. and adaptive learning technologies in online learning.

Prof. Esteban Vázquez-Cano
Prof. Eloy López Meneses
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Mobile technology
  • Digital Transformation, Sustainability
  • Transformative pedagogies
  • Emerging technologies
  • ICT for social inclusion.

Published Papers (9 papers)

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Research

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Open AccessArticle
Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa
Sustainability 2020, 12(2), 749; https://doi.org/10.3390/su12020749 - 20 Jan 2020
Abstract
This article describes an investigation that made a comparative analysis of the influence of the use of technology for non-academic activities on the reading performance of students in 21 countries within the Organisation for Economic Co-operation and Development (OECD), as measured by the [...] Read more.
This article describes an investigation that made a comparative analysis of the influence of the use of technology for non-academic activities on the reading performance of students in 21 countries within the Organisation for Economic Co-operation and Development (OECD), as measured by the Program for International Student Assessment (PISA). To do this, we coded the SumIC001-008-010 variables (“Devices available at home” and “How often do you use digital devices for the following activities outside school”) in the PISA survey and quantified the effect by the proportion of variance explained of each variable in the model for each country. The results show that the reading score increases according to the variable for type and quantity of devices at home but falls drastically in all 21 countries when the “SumIC001” variable exceeds 15 points. Our research also found that the two activities that most negatively impacted reading performance if done on a regular basis were “playing online games via social networks” and “uploading your own created contents.” These results would seem to confirm that the non-sustainability and prolonged use of technology outside school is objectively negative for the development of reading competence in young people. Full article
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Open AccessArticle
Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification
Sustainability 2020, 12(2), 602; https://doi.org/10.3390/su12020602 - 14 Jan 2020
Abstract
Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was [...] Read more.
Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of “flipped learning” and “gamification” as teaching models; after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students’ learning processes, in their achievements, and in their enthusiasm. Full article
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Open AccessArticle
Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability
Sustainability 2019, 11(24), 7150; https://doi.org/10.3390/su11247150 - 13 Dec 2019
Abstract
Good teaching practices are developed in order to improve student learning. With technological and social development, educational practices increasingly demand the use of technology, so having good teaching practices with Information and Communication Technologies (ICT) is essential. At the same time, the Sustainable [...] Read more.
Good teaching practices are developed in order to improve student learning. With technological and social development, educational practices increasingly demand the use of technology, so having good teaching practices with Information and Communication Technologies (ICT) is essential. At the same time, the Sustainable Development Agenda of the United Nations for the year 2030 is setting the principles of sustainable action for today’s society. In this context, the following objectives were proposed: to identify the good teaching practices with ICT that are being developed in Spanish higher education and to establish the relationship between good teaching practices with ICT and the Sustainable Development Goals (SDG). For this purpose, the method of systematic review of the literature based on the PRISMA protocol was used. A total of 27 documents published in the period 2008–2019 on good teaching practices with ICT in Spanish higher education were analyzed. Among the results, the emerging trend of good practices with ICT, the use of a Virtual Learning Environment (VLE) as the main technology in good practices, and the majority of good practices in the development of SDG #4 (Quality Education) are highlighted. Finally, it is a challenge for teachers to include all these aspects in their classroom teaching. Full article
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Open AccessArticle
An Analysis of the Profiles and the Opinion of Students Enrolled on xMOOCs at the University of Málaga
Sustainability 2019, 11(24), 6910; https://doi.org/10.3390/su11246910 - 04 Dec 2019
Abstract
The study aims to learn more about the profiles of students who attended several Massive Open Online Courses (MOOCs) at the University of Málaga (Málaga, Spain) and their opinion about them. The results of this study are based on a survey conducted by [...] Read more.
The study aims to learn more about the profiles of students who attended several Massive Open Online Courses (MOOCs) at the University of Málaga (Málaga, Spain) and their opinion about them. The results of this study are based on a survey conducted by the students who completed the courses. The number of men and women as a whole is similar, although significant differences can be observed depending on the subject matter of the courses, which is also the case with the age of the students. The data revealed that 80% have university studies and 60% were working. The students in the sample learned about MOOCs mainly from other people (friends, social media, etc.) and showed a high level of satisfaction with them. It is significant that 99.4% would take another MOOC or that 97.9% would recommend it to a friend, colleague, or family member. Full article
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Open AccessArticle
Perceived Utility of Video Games in the Learning Process in Secondary Education—Case Studies
Sustainability 2019, 11(23), 6744; https://doi.org/10.3390/su11236744 - 28 Nov 2019
Abstract
The incorporation of videogames into the training of students is a reality that becomes very important to the extent that they are becoming more relevant in their personal lives. Linking aspects of their informal to formal life implies taking into account how students [...] Read more.
The incorporation of videogames into the training of students is a reality that becomes very important to the extent that they are becoming more relevant in their personal lives. Linking aspects of their informal to formal life implies taking into account how students perceive this link. The purpose of this work is to determine what the perceived utility values are among secondary school students towards the inclusion of video games in the curricular development of the contents of the said educational stage, paying attention to the educational approach of video games. The quantitative methodology used is based on explaining the relationship between variables through a multiple linear regression analysis, targeted at 223 secondary education students. It has been proven that this utility is linked to the attitude that the student has towards the following aspects: The culture of educational success, diversity, and inclusion, as well as coexistence. Therefore, we consider that the linkage development of content-video games is an element in value to be incorporated into the classroom methodology by the teacher. Full article
Open AccessArticle
Quality Control Systems in Higher Education Supported by the Use of Mobile Messaging Services
Sustainability 2019, 11(21), 6063; https://doi.org/10.3390/su11216063 - 31 Oct 2019
Abstract
This study breaks away from the immobility experienced by quality control systems in higher education. The authors, following the Sustainable Development Goals (SDGs) on quality education set by the United Nations, propose a questionnaire delivery system through mobile messaging services that overcomes the [...] Read more.
This study breaks away from the immobility experienced by quality control systems in higher education. The authors, following the Sustainable Development Goals (SDGs) on quality education set by the United Nations, propose a questionnaire delivery system through mobile messaging services that overcomes the problem of the low response rates of students for these surveys. The research follows an experimental design, is developed over three years, and involves 811 subjects who are distributed in two groups: an experimental group, in which the questionnaires are delivered through mobile messaging services, and a control group. The researchers examine the existence of differences in response rates through a descriptive comparative exploration between the two groups, also applying the Student’s t-test to evaluate the significance of the findings. The results reveal that the rates for the experimental group are not only higher than those achieved for the control group but are also significant. The authors conclude that the delivery of surveys through mobile messaging services significantly increases response rates. This fact improves the representativity of the information collected and meets the goals of the quality control system with greater certainty. Full article
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Open AccessArticle
International MOOC Trends in Citizenship, Participation and Sustainability: Analysis of Technical, Didactic and Content Dimensions
Sustainability 2019, 11(20), 5860; https://doi.org/10.3390/su11205860 - 22 Oct 2019
Cited by 1
Abstract
Within globalization and the development of information and communication technologies (ICT), social and civic competence and sustainability take on a relevant role in the international scope. To this end, a theoretical section on citizenship models and the different fingerprints of sustainability is presented. [...] Read more.
Within globalization and the development of information and communication technologies (ICT), social and civic competence and sustainability take on a relevant role in the international scope. To this end, a theoretical section on citizenship models and the different fingerprints of sustainability is presented. The study is quantitative, with a sample of 161 massive open online courses (MOOCs) from three of the main platforms (Coursera, EdX and MiriadaX) with content on citizenship, citizen participation and/or sustainability. Both data collection and analysis are structured around a system of four categories: Technical dimension, didactic dimension, citizenship and sustainability. An exploratory analysis is carried out, followed by a factorial analysis focused on correlations and reduction of factors that allows us to define a main formative profile of the MOOC in relation to the reference themes. In this way, this research concludes that there is an international trend in MOOCs in citizenship and sustainability, whose predominant training proposals include contents related to the ecological citizenship model, as well as issues such as lack of resources, the need to reduce waste derived from consumption, climate change, or the impact of companies on the local economy and environment. Full article
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Open AccessArticle
Educational Uses of Augmented Reality (AR): Experiences in Educational Science
Sustainability 2019, 11(18), 4990; https://doi.org/10.3390/su11184990 - 12 Sep 2019
Cited by 1
Abstract
Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material [...] Read more.
Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself. Full article
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Review

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Open AccessReview
Using Mobile Devices for Improving Learning Outcomes and Teachers’ Professionalization
Sustainability 2019, 11(24), 6917; https://doi.org/10.3390/su11246917 - 05 Dec 2019
Cited by 1
Abstract
Teaching in higher education is changing due to the influence of technology. More and more technological tools are replacing old teaching methods and strategies. Thus, mobile devices are being positioned as a key tool for new ways of understanding educational practices. The present [...] Read more.
Teaching in higher education is changing due to the influence of technology. More and more technological tools are replacing old teaching methods and strategies. Thus, mobile devices are being positioned as a key tool for new ways of understanding educational practices. The present paper responds to a systematic review about the benefits that mobile devices have for university students’ learning. Using inclusion and exclusion criteria in the Web of Science and Scopus databases, 16 articles were selected to argue why Mobile learning (Mlearning) has become a modern innovative approach. The results point to an improvement in students’ learning through Mlearning, factors that encourage the use of mobile devices in universities have been identified, and effective mobile applications in improving teaching and learning processes have been presented. The inclusion of this methodology requires a new role for teachers, whose characterization is also specified. Full article
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