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: closed (31 May 2020).

Special Issue Editors

Prof. Esteban Vázquez-Cano
E-Mail Website
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
Special Issues and Collections in MDPI journals

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 1900 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 (27 papers)

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Open AccessArticle
Cybersociety and University Sustainability: The Challenge of Holistic Restructuring in Universities in Chile, Spain, and Peru
Sustainability 2020, 12(14), 5722; https://doi.org/10.3390/su12145722 - 16 Jul 2020
Cited by 2 | Viewed by 584
Abstract
The global challenge of the 2030 Agenda and the Sustainable Development Goals present a framework of opportunities, in which universities must respond to the demands of a sustainable social organisation by addressing the issues of quality education, the participation and inclusion of different [...] Read more.
The global challenge of the 2030 Agenda and the Sustainable Development Goals present a framework of opportunities, in which universities must respond to the demands of a sustainable social organisation by addressing the issues of quality education, the participation and inclusion of different sectors, and the need to promote university social responsibility. In response to this situation, we examine three experiences that highlight the reorganisation demanded at each of the three organisational levels: (1) Macro: the need for cooperation between different universities in Chile’s “macrocampus”; (2) Meso: the organisation and running of faculties in light of the challenges to renew curriculums with the experience implemented by the Social Sciences Faculty of Pablo de Olavide University in Spain; and, (3) Micro: the integration of students and commitment to the needs of the social surroundings, with the E-QUIPU experience implemented at Pontifical Catholic University of Peru (PUCP) in Peru. The report we present is based on a case study, and the findings and conclusions lead us to propose a new holistic-organisational paradigm to facilitate the sustainability of universities. The results of the restructuring allowed us to conduct a meta-evaluation of the sustainability of organisations within a problematic situation (COVID-19), which tested the results of the restructuring objective of Cybersociety. Full article
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Open AccessArticle
The Concept of Safety and Security Education in the Context of Sustainability
Sustainability 2020, 12(12), 5022; https://doi.org/10.3390/su12125022 - 19 Jun 2020
Viewed by 577
Abstract
The emergence of safety and security risks is a huge threat to the implementation of sustainability; therefore, safety and security education allows one to detect the symptoms of emerging crises, helps in the appropriate response to that and helps in a quick return [...] Read more.
The emergence of safety and security risks is a huge threat to the implementation of sustainability; therefore, safety and security education allows one to detect the symptoms of emerging crises, helps in the appropriate response to that and helps in a quick return to the path of sustainability after crisis conditions would disappear. The development of the concept of safety and security education in the context of sustainability is very important from both a scientific and practical point of view due to the fact that schools play a key role in society constituting the basic source of education for future generations of citizens, shaping awareness, competence and skills of future generations and thus creating a society that is able to analyse the opportunities and threats arising from the changing economic, social, environmental, technological, political and legal environment. The aim of the paper is to indicate the key factors for improving the security and safety education in the context of sustainability and to prepare the recommendations for preparing the security and safety courses. To complete that objective studies, Computer-Assisted Web Interview either with students or with security and safety experts were used in the study. The survey was conducted among two representative samples of high school students in Poland—one sample 418 high school students from regular high schools, and 100 from solitaire classes. The results from the CAWI were discussed with 20 security and safety experts to indicate the learning methods and tools to improve safety and security education. The main finding from the study was that safety and security education must be improved because respondents saw gaps in their knowledge on several issues in the area of safety and security. Modern training methods should be included in safety education, e.g., e-learning platforms, Serious games, social media, virtual worlds, simulators, integrated systems using e.g., kinect, VR goggles, accessories, mobile technologies. Full article
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Open AccessArticle
Digital Transformation for Business Model Innovation in Higher Education: Overcoming the Tensions
Sustainability 2020, 12(12), 4980; https://doi.org/10.3390/su12124980 - 18 Jun 2020
Cited by 1 | Viewed by 1271
Abstract
The higher education sector is in the eye of the hurricane of the digital revolution, immersed as it is in an ongoing digital transformation (DT) process that is expected to result in significant changes in the current business model. Despite the relevance of [...] Read more.
The higher education sector is in the eye of the hurricane of the digital revolution, immersed as it is in an ongoing digital transformation (DT) process that is expected to result in significant changes in the current business model. Despite the relevance of this transformation, little remains known about how the business model is innovated (BMI), due to the impact of digital transformation in the context of higher education institutions (HEI). This research explores the impact of DT on the HEI business model, through analyzing the case of a traditional university, conceived non-digitally. The results present the HEI understanding of DT, the main tensions arising from the DT process for each of the business model dimensions, and the anticipated solutions for solving these tensions. Additionally, the results uncover the existence of an emergent (non-formalized) envisioned business model, which is a visualization of how the current business model is expected to be innovated, due to the impact of DT. The main originality of this paper is in addressing a research gap at the intersection of DT and BMI in the HEI context. Full article
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Open AccessArticle
Perceptions about the Use of Educational Robotics in the Initial Training of Future Teachers: A Study on STEAM Sustainability among Female Teachers
Sustainability 2020, 12(10), 4154; https://doi.org/10.3390/su12104154 - 19 May 2020
Cited by 6 | Viewed by 1034
Abstract
In these moments of future uncertainty and change, teachers must be trained to respond to the challenges posed by today’s society, and the challenges that are closely related to the economy. We are going through the first steps of the Fourth Industrial Revolution, [...] Read more.
In these moments of future uncertainty and change, teachers must be trained to respond to the challenges posed by today’s society, and the challenges that are closely related to the economy. We are going through the first steps of the Fourth Industrial Revolution, and changes are already taking place in our daily lives, in our way of learning, working, and interacting with each other. According to the data of the World Economic Forum (WEF), the future of teacher professional development is disfigured—most technological profiles play a strong role, and this affects the skills and abilities of teachers, especially in the fields of Science, Technology, Engineering, Arts, and Mathematics (STEAM). The goal is to achieve the Millennium Goal number three proposed by the United Nations: All countries must promote gender equality and the empowerment of women. This objective aims to eliminate gender disparity in primary and secondary education, and the promotion of ICT (Information and Communication Technology) to improve the competences of women and vulnerable groups to ensure that no one is left behind. These are priority areas to consider regarding SDG4 (Sustainable Development Goal 4) and Education 2030. Full article
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Open AccessArticle
Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education
Sustainability 2020, 12(10), 4063; https://doi.org/10.3390/su12104063 - 15 May 2020
Cited by 4 | Viewed by 1428
Abstract
Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with [...] Read more.
Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication. Full article
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Open AccessArticle
How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices
Sustainability 2020, 12(9), 3755; https://doi.org/10.3390/su12093755 - 06 May 2020
Cited by 2 | Viewed by 684
Abstract
Today, pedagogical proposals are increasingly moving away from purely traditional approaches, with a proliferation of active methodologies in the teaching–learning processes. This research aims to find out the effectiveness of the collaborative method in mobile learning, as opposed to traditional methodology, for university [...] Read more.
Today, pedagogical proposals are increasingly moving away from purely traditional approaches, with a proliferation of active methodologies in the teaching–learning processes. This research aims to find out the effectiveness of the collaborative method in mobile learning, as opposed to traditional methodology, for university students in the learning of the didactic program. The research methodology is quantitative, applying a quasi-experimental design with a control group and experimental group. The results show that the collaborative learning teaching method associated with mobile learning mainly increases motivation, the relationships between teachers and students, the relationships between students and content, the relationships between students and students, autonomy in learning, pedagogical collaboration between students, problem-solving, and the sense of time in the training process. It is concluded that the collaborative learning method associated with mobile learning is more effective for learning didactic programming than the traditional method. Full article
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Open AccessArticle
Using Mobile Devices for Educational Purposes in Compulsory Secondary Education to Improve Student’s Learning Achievements
Sustainability 2020, 12(9), 3724; https://doi.org/10.3390/su12093724 - 04 May 2020
Cited by 4 | Viewed by 1053
Abstract
The number of mobiles surpassed the population of the planet in 2018. Without a doubt, they have become the tool of reference in our social life, as well as in our work and leisure, but in educational centers, they continue to be used [...] Read more.
The number of mobiles surpassed the population of the planet in 2018. Without a doubt, they have become the tool of reference in our social life, as well as in our work and leisure, but in educational centers, they continue to be used inefficiently or are declared off limits to some classrooms. This study aims to establish the relationship that the use of mobile phones in secondary education schools may have in regard to the student’s academic performance. For this purpose, we will carry out a secondary exploitation of the Ministry of Education database for 2017 with the data of 1,887,027 students from 7381 compulsory secondary education schools in Spain. As a method of analysis, a multilevel correlation study is carried out. The results show a strong correlation between centers and territories that allow the usage of mobile devices in education and academic performance. Although the methodology that accompanies the use of the smartphone as an educational tool is very important, the data obtained leads us to think that using mobile phones in schools is a proposal that somehow influences the achievement of better academic results, with almost any methodology used. Full article
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Open AccessArticle
Intelligent System for Interactive Teaching through Videogames
Sustainability 2020, 12(9), 3573; https://doi.org/10.3390/su12093573 - 28 Apr 2020
Cited by 1 | Viewed by 757
Abstract
Education, videogames, and intelligent systems are all relevant topics for researchers. Determining means of improving academic performance using a range of techniques and tools is an important challenge. However, while there are currently websites and multimedia resources that help students to improve their [...] Read more.
Education, videogames, and intelligent systems are all relevant topics for researchers. Determining means of improving academic performance using a range of techniques and tools is an important challenge. However, while there are currently websites and multimedia resources that help students to improve their knowledge on specific topics, these lack in not having intelligent agents that can evaluate students and recommend materials to suit the difficulty that a user is having in a given subject. In this sense, this paper aims at developing an intelligent system that allows interactive teaching in basic education using videogames. In particular, high school students’ skills in basic mathematical operations with fractions were used for testing experimentally the approach. An intelligent system was developed using computational techniques such as fuzzy logic and case-based reasoning to evaluate user performance and recommend additional study material according to the specific challenges from the given educational game. The use of the games was supported by ICT (information and communication technologies) tools on a web platform. Such a developed platform was tested by 206 high school students, who played 5400 games in total. The students showed an improvement of around 14% in the topics covered. The results indicate that the implementation jointly of videogames and intelligent systems allows users to improve their performance in the given topics. Full article
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Open AccessArticle
Twitter Social Network in University Teaching. Digital Innovation Strategy for Social Responsibility
Sustainability 2020, 12(8), 3350; https://doi.org/10.3390/su12083350 - 20 Apr 2020
Viewed by 1011
Abstract
The incorporation of social networks in university teaching enables new communication channels and opens new channels for training meetings, which also provides a different dynamic to day-to-day teaching, promoting communication initiatives under social responsibility. This article presents an experience of digital innovation through [...] Read more.
The incorporation of social networks in university teaching enables new communication channels and opens new channels for training meetings, which also provides a different dynamic to day-to-day teaching, promoting communication initiatives under social responsibility. This article presents an experience of digital innovation through the use of social networks, Twitter in particular. The overall objective of this innovation is to allow communication, to provide information and reflection as a learning tool, where the main reason for the existence of this community is the exchange and intercommunication of lessons related to the different subjects and to enable professional development. It is developed through eminently active pedagogical methods, considering the theory called connectivism. The results obtained corroborate the starting hypothesis that this teaching team had from the beginning, that a methodology enriched with the use of Twitter, a tool that allows complementing the content of the subjects and interacting with them without limitations of space and time, would increase and improve the process of teaching–learning. Full article
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Open AccessArticle
Psychometric Study of a Scale of Measurement of the Digital Stories Creation Using Utellstory
Sustainability 2020, 12(8), 3204; https://doi.org/10.3390/su12083204 - 15 Apr 2020
Cited by 1 | Viewed by 523
Abstract
The purpose of this paper is to validate a scale about learning how to use the Utellstory software for the creation of digital stories. The questionnaire was provided to a sample of 142 and 276 students from Masters in Inclusive Education and Early [...] Read more.
The purpose of this paper is to validate a scale about learning how to use the Utellstory software for the creation of digital stories. The questionnaire was provided to a sample of 142 and 276 students from Masters in Inclusive Education and Early Childhood Education Degree of the University of Córdoba (Spain), respectively. The data were subjected to an analysis of reliability and validity through the use of exploratory and confirmatory factorial analyses. The results revealed an instrument with correct validity and reliability that demonstrate that the model is stable and consistent with the starting theoretical assumptions. Full article
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Open AccessArticle
Determining Factors in MOOCs Completion Rates: Application Test in Energy Sustainability Courses
Sustainability 2020, 12(7), 2893; https://doi.org/10.3390/su12072893 - 05 Apr 2020
Cited by 6 | Viewed by 1039
Abstract
Massive Online Open Courses (MOOCs) are open educational activities that allow for distance learning and professional updating, although the academic community has questioned their effectiveness due to their low completion rates. This research analyzes which factors (personal, family, social, labor, and instructional design) [...] Read more.
Massive Online Open Courses (MOOCs) are open educational activities that allow for distance learning and professional updating, although the academic community has questioned their effectiveness due to their low completion rates. This research analyzes which factors (personal, family, social, labor, and instructional design) are involved in the value expectations and engagement of the MOOCs and to what degree these affect the decision to enroll and the completion of the MOOC. To this end, in the context of 12 MOOCs on energy sustainability carried out between 2017 and 2018, 8737 participants were surveyed using two instruments designed according to theoretical constructs and expert judgment. The main results show that all the factors reviewed influence the decision to take a MOOC, although the “professional development” aspect has the most significant impact on participants who have graduated from technical and engineering careers. Additionally, this study emphasizes that the “instructional design” factor is decisive in the engagement of younger participants, showing that the conventional design of xMOOCs (Stanford Model) may be one of the most important reasons for the low completion rates of this type of course. Full article
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Open AccessArticle
The Emergence of Technology in Physical Education: A General Bibliometric Analysis with a Focus on Virtual and Augmented Reality
Sustainability 2020, 12(7), 2728; https://doi.org/10.3390/su12072728 - 30 Mar 2020
Cited by 2 | Viewed by 1226
Abstract
Technology has been gradually introduced into our society, and the field of education is no exception due to technology’s ability to improve the teaching–learning process. Furthermore, within the area of physical education (PE), its importance has been highlighted by the existence of specific [...] Read more.
Technology has been gradually introduced into our society, and the field of education is no exception due to technology’s ability to improve the teaching–learning process. Furthermore, within the area of physical education (PE), its importance has been highlighted by the existence of specific apps for physical activity that can be used inside and outside the classroom to assess physical condition, as well as through the potential that virtual and augmented reality can have in such assessment. Therefore, the main objectives for this study were (1) to perform a bibliometric analysis of the articles published in the Web of Science (WoS) on technology in PE and (2) to analyze the articles published on augmented or virtual reality in PE found through this search. The results show that although studies on technology in PE (461 articles) have begun to consolidate over the last five years (there was a turning point in 2015), with the USA being the most influential country in this area, specific research on the use of augmented reality (AR) and virtual reality (VR) is still at a very early stage (22 articles with a small growth in 2017), with Spain being the most influential country; much more research is needed to achieve its consolidation. Full article
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Open AccessArticle
Collaborative Learning Communities for Sustainable Employment through Visual Tools
Sustainability 2020, 12(6), 2569; https://doi.org/10.3390/su12062569 - 24 Mar 2020
Cited by 1 | Viewed by 1017
Abstract
Higher education institutions must enable students to acquire skills and capacities that prepare them for working life and enhance their employability. This will lead to an applied learning- and teaching-enhancement-oriented sustainable Higher Education System. This research aims to contribute to that goal by [...] Read more.
Higher education institutions must enable students to acquire skills and capacities that prepare them for working life and enhance their employability. This will lead to an applied learning- and teaching-enhancement-oriented sustainable Higher Education System. This research aims to contribute to that goal by analyzing student interactions in a collaborative learning community. It assesses the impact of visual tools on academic performance and student satisfaction in employment-focused blended studies, in which enrollees were geographically dispersed undergraduates with a diversity of profiles. A financial studies learning community was created to test students’ interactions in a model conducive to participation as visual content creators and users. Three surveys (pre-project, appraisal of classmates’ visual exercises, and post-project) were conducted to assess project impact. First, we used a univariate approach, focused on students’ characteristics, course and project appraisals, and the effects of the project on academic performance and expectations. Secondly, a bivariate approach was conducted to detect relationships between respondents’ appraisals and personal characteristics and to determine whether their mean scores were the same irrespective of such characteristics. The findings showed that: (1) Students’ preferences concur with those of their employers; (2) participation in innovative initiatives improves students’ perception of course procedures; (3) visual tools have a positive impact on learning, in terms of both academic performance and student satisfaction. The study concludes by providing support for educational institutions´ decision-making around courses and the overall curricula by defining the factors determining academic performance and student satisfaction. Full article
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Open AccessArticle
Factors Contributing to Mobile Phone Dependence Amongst Young People—Educational Implications
Sustainability 2020, 12(6), 2554; https://doi.org/10.3390/su12062554 - 24 Mar 2020
Cited by 4 | Viewed by 1151
Abstract
The use of mobile devices facilitates access to knowledge and is at the base of the education of the future. Although the digital society has contributed a number of benefits, it has also been associated with worrying behaviors. The study design consisted of [...] Read more.
The use of mobile devices facilitates access to knowledge and is at the base of the education of the future. Although the digital society has contributed a number of benefits, it has also been associated with worrying behaviors. The study design consisted of a quantitative approach that was descriptive, inferential and ex post facto in nature. Its purpose was to better understand the opinion of young people regarding smartphone use and describe dependence deriving from regular use. The sample was formed of 420 students from the Faculty of Education at the University of Granada. Results indicate that mobile phone use has displaced use of other technologies such as the television and is associated with communication and recreational activities. In addition, a profile was identified for young people at greater risk of developing a dependence on their mobile devices. This profile constituted female smartphone users with recreational motives and individuals who exceeded mobile phone use by more than six hours a day. To improve the educational use of smartphones, prevention and intervention plans must be designed which ensure correct management of this device, taking advantage of the benefits they offer, while avoiding problems derived from inappropriate use. Full article
Open AccessArticle
Sustainable Management of Digital Transformation in Higher Education: Global Research Trends
Sustainability 2020, 12(5), 2107; https://doi.org/10.3390/su12052107 - 09 Mar 2020
Cited by 34 | Viewed by 4131
Abstract
Digital transformation in the education sector has implied the involvement of sustainable management, in order to adapt to the changes imposed by new technologies. Trends in global research on this topic have been analyzed and studied, during the 1986–2019 period. To achieve this [...] Read more.
Digital transformation in the education sector has implied the involvement of sustainable management, in order to adapt to the changes imposed by new technologies. Trends in global research on this topic have been analyzed and studied, during the 1986–2019 period. To achieve this purpose, a bibliometric study of 1590 articles from the Scopus database has been applied. The results provided data on the scientific productivity of authors, journals, institutions, and countries that contribute to the development of this research area. The evidence reveals an exponential trend, with special interest in the last five years. The main categories are Social Sciences and Environmental Science. The most productive journal is Sustainability. The author with more articles is Mulder, from The Hague University of Applied Sciences. The most productive institution is Delft University of Technology. The USA is the country with the most academic publications and international collaborations in its studies. The main keywords used in the articles are “sustainability”, “sustainable development”, “higher education”, “innovation”, “technology”, “environmental technology”, “technological development”, and “environmental management”. Global research has followed a growing trend, with optimal publication levels in recent years. Full article
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Open AccessArticle
The Value of Interactive Polling and Intrinsic Motivation When Using English as a Medium of Instruction
Sustainability 2020, 12(4), 1332; https://doi.org/10.3390/su12041332 - 12 Feb 2020
Viewed by 788
Abstract
Understanding how technology is used to foster active learning and why it is effective is important in advancing educational practices. The purpose of this study was to test adopting in-class interactive polling to engage college students’ learning in their non-native language. After adopting [...] Read more.
Understanding how technology is used to foster active learning and why it is effective is important in advancing educational practices. The purpose of this study was to test adopting in-class interactive polling to engage college students’ learning in their non-native language. After adopting interactive polling activities for six weeks, non-native speakers of English enrolled in a content-based class taught in English were invited to participate in a survey measuring the outcomes of the intervention. The results showed that students found it more comfortable responding to polls using their smartphones rather than verbally responding to questions in the classroom. Guided by self-determination theory, the results demonstrate that students who report high intrinsic motivation to participate in in-class polling exercises exhibit a more favorable attitude, find the class more engaging, feel they perform better on tests because of the polling exercise, and show higher level of perceived learning than those who reported low intrinsic motivation. The importance of facilitating sustainable student learning by using interactive technology to improve the quality of content-based learning and minimize the potential downside of using English as a medium of instruction is discussed. Full article
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Open AccessArticle
Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience
Sustainability 2020, 12(3), 1110; https://doi.org/10.3390/su12031110 - 04 Feb 2020
Cited by 8 | Viewed by 1703
Abstract
Blended learning models have been extensively used in foreign language environments to extend in-class time as well as reinforce in-class explanations. Among these models, the increasing popularity of flipped learning has given rise to transformative pedagogies that address many of the problems experienced [...] Read more.
Blended learning models have been extensively used in foreign language environments to extend in-class time as well as reinforce in-class explanations. Among these models, the increasing popularity of flipped learning has given rise to transformative pedagogies that address many of the problems experienced in traditional lecture-based classes. In this context, the use of stationary devices to develop flipped learning processes has been a common practice over the last years. However, the ubiquitous characteristics of mobile devices have rarely been investigated to carry out these types of learning methodologies. With this aim, the present investigation explores students’ perceptions and technological acceptance of the implementation of a flipped learning model in two English as a Foreign Language classes. A quantitative analysis was carried out in order to evaluate the information collected in the two groups. Findings yielded a positive perception of the flipped learning experience, particularly in terms of overall satisfaction. In addition, with regard to the use of mobile devices, participants reported ease of use and highlighted the importance of an appropriate design of the video contents for a successful flipped learning experience through mobile devices. Further research into this topic is sought as students also faced difficulties during the project. Full article
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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
Cited by 16 | Viewed by 1346
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
Cited by 22 | Viewed by 1734
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
Cited by 26 | Viewed by 1767
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
Cited by 5 | Viewed by 957
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
Viewed by 780
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
Cited by 3 | Viewed by 1251
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 4 | Viewed by 1206
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 16 | Viewed by 1738
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

Jump to: Research

Open AccessReview
Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018)
Sustainability 2020, 12(12), 5153; https://doi.org/10.3390/su12125153 - 24 Jun 2020
Cited by 14 | Viewed by 3992
Abstract
The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was [...] Read more.
The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and different tools were used for the bibliographic management and text-mining. The literature selection was carried out in three first-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the final sample. The analysis of the texts identified three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies. Full article
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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 10 | Viewed by 1313
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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