Peer Feedback Activities in Smart Education

New ways of communication and peer feedback activities provide several opportunities for student-centered collaborative learning in smart higher education. This chapter increases the knowledge about how collaborative peer feedback processes can support student-centered learning toward higher-order thinking and critical ability in smart higher education. Methodically, various types of feedback are illustrated based on review of selected articles from previous research. The qualitative empirical data of feedback processes (N=155) among 22 students was grounded on criteria and guidance on feedback for collaborative learning. Theoretically, the analysis of excerpts is based on a feedback model and an assessment cycle to identify the gap between the main process, self-regulated and self-directed actions, and the self as a person (i.e., what is understood and what is aimed to be understood). The results demonstrate that peer feedback provides one of the most critical and self-directed impacts on student-centered collaborative learning and higher-order thinking.

Smart Mobile Learning Environment

Digital technology is promoting a vision for self-directed, motivated, adaptive, resource-enriched, and technology-embedded smart higher education, as in this chapter about a smart mobile learning environment. A smart learning environment shall encourage mobile and blended prerequisites and activities across various dimensions, including the notion that students can learn anywhere and anytime and easily switch learning contexts to another or a variety of scenarios. Methodically, the qualitative data illustrates a smart mobile learning hub, MLH, for student-centered learning, both in and out of the university and during practical training in the profession by using smart devices such as mobile laptop, tablet, or smart mobile. Theoretically, the analysis joins the research tradition of computer-supported collaborative learning, CSCL, complemented with computer self-efficacy, CSE. The result show that it is important in the design of smart learning environment to motivate a variety of students so they can be self-directed and adaptive in joining the resource-enriched and technology-embedded education.

Reflection and Self-Assessment in Smart Education

Higher education is increasingly adopting blended and mobile learning strategies for reflection and self-assessment to better meet the demands and expectations of students' challenges. This chapter highlights different focuses and common terms of reflection and related ideas from theories about reflection and self-assessment, and how these processes can be a tool for student-centered learning in a self-directed and motivated learning environment. Methodologically, selected reviewed articles on reflection and self-assessment show a number of different focuses and common terms of reflection and related ideas from theories. The qualitative excerpts are from a group of six student-written reflections during their school-based practical training courses. Theoretically, the analysis of the students' digital log journals is based on the framework of 5Rs and steps of meaning. In the results, the digital log journals demonstrate that reflective processes are essential in relation to the self, other, and contextual conditions during professional training.

Peer Learning Activities in Smart Education

Peer learning strategies in higher education have been developed and extended in different trends and forms, as well as in various contexts of learning, on campus and in mobile frameworks. Commonly, peer learning activities are introduced by university teachers in an ad hoc way, without consideration of their implications as a tool for students' collaborative learning in a formative and creative way. Methodically, the study has a comparative design of various peer learning strategies and activities and how they can contribute to student-centered learning for self-directed and motivated smart higher education with resource-enriched and technology-embedded tools. Theoretically, the comparative analysis is based on socio-cultural theory by using dimensions of community of practice and the zone of proximal development for student-centered learning. The results show that peer learning activities are a key factor to reflect over the learning context, its objectives, and exchanges between the students and with different resource implications.

Smart Mobile Learning Activities

The rapid technical development with new media forms and increased mobility is integrated into our everyday lives, as well as in more digitalized higher education and at distance. A new research area has been developed on mobile learning (m-learning) about the integration of self-directed and motivated opportunities. This chapter describes smart mobile learning activities with an emphasis on the importance of the connection by using resource-enriched and technology-embedded mobile devices for student-centered learning that allow students' to learn self-directed and motivated to obtain learning materials at anywhere and anytime, what learning benefits are being observed among students and teachers, and how different issues are being addressed. Methodically, it illustrates different frameworks for mobile learning and theoretically is the analysis of excerpts based on dialogical theories. The findings display that the space for m-learning offers many opportunities, as well as challenges, to design smart “mobile pedagogy” with a focus on student-centered learning.

Virtual Learning in Smart Education

This chapter expands the knowledge about virtual learning in smart higher education, and how these processes can be a tool for motivated and student-centered learning in a resource-enriched virtual learning environment with technology-embedded tools. Methodologically, selected articles are reviewed to expand the knowledge about virtual learning in smart higher education and with an example analysis of an open question (N=57) among teacher educators (N=105) about what kind of education they need for using a virtual learning environment with different tools. Theoretically, the analysis of the answers is based on the TPACK model and Gees five learning principles. The findings highlight that higher education and academic researchers have much to learn about teaching and learning in a virtual learning environment and in virtual reality that can enhance student-centered learning and reveal the pedagogical surplus value in their own teaching and learning context through the use of technology for an educational purpose.

Smart Learning With Seamless Activities

The new vision for self-directed, motivated, adaptive, resource-enriched, and technology-embedded smart higher education has promoted smart learning with mobile-assisted seamless activities to learn across time and locations, individual and collective, from one scenario to another including formal and informal learning through smart mobile devices. Methodologically, the collective and ubiquitous leaning for student-centered learning is examined qualitatively with empirical data of how smart education are enhancing students' individual and collaborative learning, rather than focusing on using only technological devices. Theoretically, the analysis is based on the concept of mobile-assisted seamless learning activities, MSL, grounded in six dimensions of actual learning. The findings display that smart learning with mobile-assisted seamless mediated learning activities improves with the design of before-, in-, and after-class stages with a focus on contextual, adapted, and self-directed seamless learning activities to promote the students' capabilities to learn, collaborate, and critically solve problems in different situations and contexts.