An investigation of collaborative ubiquitous learning in promoting socio-cultural knowledge and skills in 21st century: Integrating history, geography, architecture, science and culture study

Conference proceedings article

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Publication Details

Author list: Yachulawetkunakorn C., Phatthalung R.N., Wongta J., Wongwatkit C.

Publisher: Hindawi

Publication year: 2017

Start page: 140

End page: 150

Number of pages: 11

ISBN: 9789869401227

eISSN: 1745-4557

URL: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85054173745&partnerID=40&md5=a3698eaff3e17310687a1344f3534a19

Languages: English-Great Britain (EN-GB)

Abstract

This paper attempts to investigate the effects of the collaborative ubiquitous learning approach in promoting socio-cultural knowledge. The content used in this study was associated with history, geography, architecture, science and culture study of the Rattanakosin period; moreover, these chronological events were represented in a story timeline. Besides, the learning activities were designed to support such learning environment and incorporating 21st-century skills. These processes required students' efforts to work in groups to experience the actual sites on a field trip in order to inquire the socio-cultural knowledge. The students received and responded to the missions on their mobile devices. After the actual implementation of the proposed learning method, it was found that the students could reach the high level of the learning achievements from the proposed learning activities, implying that they could apply the integrated knowledge of several subjects to form the historical story. Furthermore, the high-achieving students could perform more advanced 21st-century skills than the other groups on their works. Moreover, the finding of this study could bring more applications of ubiquitous learning to promote integrated learning contents with collaborative knowledge construction. ฉ 2017 Asia-Pacific Society for Computers in Education. All rights reserved.

Keywords

21st century skills, Collaborative knowledge construction, Constructionism, Story-based learning