Development of Seamless Learning to Facilitate Formal and Informal Learning in Elementary Education

• Authors: Punaji Setyosari , Dedi Kuswandi , Saida Ulfa

Abstracts

EN

Environmental education in primary schools has not built sufficient awareness in formal-informal learning experience. The development of seamless learning is an alternative innovation in building students’ learning experiences. However, there is limited research on its implementation in the learning process in elementary schools with limited mobile technology. Therefore, the purpose of this research was to develop instructional design and learning planning matrices for seamless learning on teachers’ and students’ activities to facilitate formal and informal learning with limited use of mobile technology in elementary schools. Based on the instructional design and learning planning matrices developed, the context reconstruction in a seamless learning design was successfully used in guiding the teachers’ and students’ activities. The limitations of mobile technology in the schools could be replaced with the use of learning laboratories, as well as parents’ support at home. Furthermore, the instructional design and learning matrix developed were feasible, valid, and practical in application in elementary schools. Therefore, the community has a vital role to play in improving students’ learning experiences aside from schools.

Keywords

EN

instructional design; learning planning matrices; learning activity; mobile technology

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2020
• Volume: 61
• Pages: 51-62

Dates

published

2020

Contributors

author

Punaji Setyosari

• Universitas Negeri Malang

author

Dedi Kuswandi

• Universitas Negeri Malang

author

Saida Ulfa

• Universitas Negeri Malang

References

• Amhag, L. (2017). Mobile-Assisted Seamless Learning Activities in Higher Distance Education. International Journal of Higher Education, 6(3), 70. https://doi.org/10.5430/ijhe.v6n3p70
• Anderson, L. W., Krathwohl, D. R., Airasian, E. W., Cmikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
• Auguste, B., Kihn, P., & Miller, M. (2010). Closing the talent gap: Attracting and retaining top-third graduates to careers in teaching. McKinsey & Company, 46 p. https://doi.org/http://mckinseyonsociety.com/closing-the-talent-gap/
• Bian, H. (2004). Integrating environmental education into the elementary school curriculum. Chinese Education and Society, 37(4), 48-52. https://doi.org/10.1080/10611932.2004.11031658
• Dilger, B., Gommers, L., & Rapp, C. (2019). The Learning Problems Behind the Seams in Seamless Learning. 9162.
• https://doi.org/10.1007/978-981-13-3071-1
• Ersoy, A., & Sever, I. (2019). Investigation of Decision-Making Skills of Fourth Grade Students According to Student and Teacher Opinions. Lnternational Electronic Journal of Elementary Education, 12(2), 167-182. https://doi.org/10.26822/iejee.2019257664
• Mosvold, R., & Bjuland, R. (2011). An Activity Theory View on Learning Studies. International Journal of Early Childhood, 43(3), 261-275. https://doi.org/10.1007/s13158-0110048-4
• Seow, P., Zhang, B., So, H., Looi, C., & Chen, W. (2008). Towards a framework for seamless learning. May 2014.
• Song, Y. (2018). Improving primary students’ collaborative problem solving competency in project-based science learning with productive failure instructional design in a seamless learning environment. Educational Technology Research and Development, 66(4), 979-1008. https://doi.org/10.1007/s11423-018-9600-3
• Song, Y., & Kong, S. C. (2014). Going beyond textbooks: a study on seamless science inquiry in an upper primary class. Educational Media International, 51(3), 226-236. https://doi.org/10.1080/09523987.2014.968450
• Sun, D., & Looi, C. K. (2019). An Inspiration from Border Crossing: Principle of Boundary Activity for Integrating Learning in the Formal and Informal Spaces. Springer Singapore. https://doi.org/10.1007/978-981-13-3071-1
• Sureda-Negre, J., Oliver-Trobat, M., Catalan-Fernändez, A., & Comas-Forgas, R. (2014). Environmental education for sustainability in the curriculum of primary teacher training in Spain. International Research in Geographical and Environmental Education, 23(4), 281-293. https://doi.org/10.1080/10382046.2014.946322
• van den Akker, J. (2013). Curricular Development Research as a Specimen of Educational Design Research. In T. Plomp & N. Nieveen (Eds.), Educational Design Research: An Introduction (pp. 52-71). SLO, Enschede.
• Wong, L.H. (2013). Analysis of Students’ After-School Mobile-Assisted Artifact Creation Processes in a Seamless Language Learning Environment. Journal of Educational Technology & Society, 16, 198-211. https://doi.org/10.2307/jeductechsoci.16.2.198
• Wong, L.H., & Looi, C.K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers and Education, 57(4), 2364-2381. https://doi.org/10.1016/j.compedu.2011.06.007
• Zhang, B.H., & Looi, C. (2011). Developing a sustainable education innovation for seamless learning. 15, 2148-2154. https://doi.org/10.1016/j.sbspro.2011.04.069
• Zhuang, R., Fang, H., Zhang, Y., Lu, A., & Huang, R. (2017). Smart learning environments for a smart city: from the perspective of lifelong and lifewide learning. Smart Learning Environments, 4(1), 6. https://doi.org/10.1186/s40561-017-0044-8

Identifiers

DOI

10.15804/tner.20.61.3.04

Biblioteka Nauki

1963637