Laura E Sujo-Montes
Northern Arizona University, COE, Department Member
In this chapter, the researchers showcased the story of an international student to critically illustrate issues impacting international students in higher education within the U.S. and to offer ways forward to create more equitable and... more
In this chapter, the researchers showcased the story of an international student to critically illustrate issues impacting international students in higher education within the U.S. and to offer ways forward to create more equitable and inclusive universities for these students. Such critical examination of these students' experiences is important because their enrollment in higher education has expanded considerably in the past decades. Support of these students may be a valuable investment in the future infrastructure of the U.S. and the world. However, they may experience a variety of challenges navigating university systems imbued with structures that have historically created and continue to perpetuate systemic marginalization of students based on ethnicity, racialized identity, and religious beliefs, among other social identities. Here, the autoethnography of an international Ph.D. student upon her arrival into the U.S. towards her graduation was collaboratively and critic...
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Higher education institutions are doing a disservice to their students if they are not training students in cross-cultural competencies. In this research, the authors surveyed respondents who have worked within educational and... more
Higher education institutions are doing a disservice to their students if they are not training students in cross-cultural competencies. In this research, the authors surveyed respondents who have worked within educational and business-related globally distributed, cross-cultural/cross-language teams to learn of the ways teams communicate using technology in remote interactions. The researchers used content analysis of survey results to examine the data for patterns and assessment in how online connections allow multicultural/multilingual collaborators to work together in collaborative environments that include traditional and non-traditional communication styles while examining the environments for clear communication and accessibility for globally-distributed teams. Best practices emanated from the research and the literature are presented
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Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing... more
Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing different instructional lengths. Mixed findings have been reported. Accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on what is crucial and how to prepare students to succeed in accelerated online courses. This study examines whether self-regulated learning (SRL) skills may serve as predictors of positive accelerated learning experiences. It concludes that five SRL skills can predict success in online accelerated learning experiences and suggested educators should identify and prepare students with relevant SRL skills prior to attempting accelerated instructions to warrant a positive learning experience.
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Deans, associate deans, and department chairs in higher education institutions manage not only their departments’ course offerings but also faculty and students who teach and learn both in person and online. Possessing a good... more
Deans, associate deans, and department chairs in higher education institutions manage not only their departments’ course offerings but also faculty and students who teach and learn both in person and online. Possessing a good understanding of how to plan, supervise, and evaluate online degree programs for maximum efficiency, optimum student learning, and optimum faculty support is imperative for these professionals. The purpose of this study was to investigate administrators’ perceptions, attitudes, and experiences managing various online learning environments. A basic qualitative research design was applied to this study. Current and former administrators were invited to participate in individual in-depth interviews that were transcribed and analyzed for emerging themes. Results indicated that administrators need multiple levels of support, including supervisor’s support as well as instructional and technology support, among others. It is concluded that administrators find themselv...
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This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways... more
This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human co...
Research Interests: Information Technology, Education, Educational Technology, Higher Education, Educational Research, and 15 moreMobile Technology, ICT in Education, ICT, Academia Research, Crowdsourcing, ICT in Teachers Education, Academia, Educational Technologies, Educación, Library and Information Studies, Academics, E Learning, Maaging Organizational Politics, CrowdAuthoring, and Academic Domain
This paper reports the perceptions of inservice teachers participating in a World Wide Web-based university course. The pedagogical soundness of distance education courses that model constructivist learning theory and that are available... more
This paper reports the perceptions of inservice teachers participating in a World Wide Web-based university course. The pedagogical soundness of distance education courses that model constructivist learning theory and that are available to learners at times and places convenient to them are also examined. Qualitative methods were used to collect data, including an open-ended student questionnaire (the middle and end of the semester course analysis), electronic journals kept by the participants, and in-depth interviews with four participants. Content analysis and analysis of emerging themes were used to analyze the data. Themes from the questionnaire were grouped into four categories: class perceptions, technology, self, and professor. Themes that emerged from the journals were divided into three categories: class, problems, and feelings. The interviews revealed that students come to class with a set of ideas and assumptions that situate them more or less in the constructivist paradi...
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Distance education is changing the landscape of higher education and many faculty are now developing Web-based courses. This paper describes the lessons learned by the... more
Distance education is changing the landscape of higher education and many faculty are now developing Web-based courses. This paper describes the lessons learned by the authors' experiences and research and offers a specific set of pedagogical and assessment strategies that they have found to be successful in online settings. The authors have found that classes delivered on the Web provide
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Distance learning, especially in computer-mediated environments, is the new trend in education. Universities fear that they will be left behind or even become extinct if they do not offer online courses (Roblyer, 1999). Very little is... more
Distance learning, especially in computer-mediated environments, is the new trend in education. Universities fear that they will be left behind or even become extinct if they do not offer online courses (Roblyer, 1999). Very little is known about effective pedagogy in ...
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... On the other side of the continuum, only 8% of teachers report having more than 20 hours of ... changes that take place while engaging in a learning experience, and an action or other expression of ... finally sit down to do work, and... more
... On the other side of the continuum, only 8% of teachers report having more than 20 hours of ... changes that take place while engaging in a learning experience, and an action or other expression of ... finally sit down to do work, and the system is down or a program is not working. ...
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Personal Learning Environment is a promising pedagogical approach to integrate formal and informal learning in social media and support student self-regulated learning. The use of PLEs to support lifelong learning can be expanded to the... more
Personal Learning Environment is a promising pedagogical approach to integrate formal and informal learning in social media and support student self-regulated learning. The use of PLEs to support lifelong learning can be expanded to the formal, non-formal, or informal learning environments. This study empirically examined how PLE management predicted the use of PLE to support three types of lifelong learning (i.e., formal, non-formal, or informal learning). This study concluded that PLE management was predictive of each type of learning respectively. PLE is not only a technical platform but also a new digital learning literacy, conceptual space, pedagogical process, and social networks that enable and support learners to achieve their lifelong learning goals. While Open Educational Resources (OERs) are perceived as a solution for social justice in digital lifelong learning, PLE and Open Network Learning Environment are identified as the key pedagogy and instructional strategies to e...
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Is Personal Learning Environment (PLE) a new concept for effective teaching and learning? Shouldn't learning always be personalized and individualized? How may digital technology enhance PLE? Web 2.0 technology integration requires a... more
Is Personal Learning Environment (PLE) a new concept for effective teaching and learning? Shouldn't learning always be personalized and individualized? How may digital technology enhance PLE? Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a PLE. This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of initiative and sense of control with regard to PLE widgets management in PLE. This study has concluded that goal setting, time management, and task strategies in self-regulated learning can predict level of initiative in organizing PLE. Furthermore, goal setting and task strategies can predict sense of control in PLE management. Based on the study results, PLE Guidelines are suggested to support educators and learners to build and to manage their PLE.
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Gamification is the use of game mechanics to drive game-like engagements and actions. It applies game mechanics, dynamics and frameworks to promote desired learning behaviours. Positive and effective gamification could enhance learning... more
Gamification is the use of game mechanics to drive game-like engagements and actions. It applies game mechanics, dynamics and frameworks to promote desired learning behaviours. Positive and effective gamification could enhance learning and engage learners in more social and context-rich decision-making for problem-solving in learning tasks. Effective gamification design should understand the game personalities of learners, social engagement styles, and intrinsic- and extrinsic-motivated user styles initially and evaluate and select appropriate game mechanics, game dynamics, to create ideal gamification instructions. The research question this study investigated is: How will four types of gaming personalities (i.e. Explorer, Socialiser, Killer and Achiever) predict the level of game dynamics in online discussion environments? This study concluded that examining how gaming personalities relate to game dynamics in a gamified online discussion instruction is not sufficient to design effective gamification. It suggests future studies in game instructions should focus on the relationships between game dynamics, gamification contexts, gaming personalities or preferences, dynamic gaming engagement styles, etc.
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Mobile learning environments are human networks that afford learners the opportunity to participate in creative endeavors, social networking, organize and reorganize social contents, learner-created cognitive space, and manage social acts... more
Mobile learning environments are human networks that afford learners the opportunity to participate in creative endeavors, social networking, organize and reorganize social contents, learner-created cognitive space, and manage social acts anytime and anywhere through mobile technologies. Social interaction with mobile technology is very different from Computer-Mediated Communication (CMC) or Web 2.0 networking technologies. Effective mobile interaction focuses on social-context awareness by integrating location-based technology, which is unique to mobile technology, not easily found in other types of commuting. This chapter proposes a model for mobile social presence consisting of four dimensions: enriching social context-awareness, managing location-based communication, personalizing multi-layered interactivity, and optimizing digital and social identities. Under each dimension there are a few suggested strategies or tips to assist educators in integrating them into their mobile in...
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Mobile learning environments are human networks that afford learners the opportunity to participate in creative endeavors, social networking, organize and reorganize social contents, learner-created cognitive space, and manage social acts... more
Mobile learning environments are human networks that afford learners the opportunity to participate in creative endeavors, social networking, organize and reorganize social contents, learner-created cognitive space, and manage social acts at anytime and anywhere through mobile technologies. Social interaction with mobile technology is very different from Face-to-Face, Computer Mediated Communication (CMC), or Web 2.0 networking technologies. Effective emerging mobile interaction focuses on social-context awareness by integrating location-based technology, which is unique to mobile technology, not easily found in other types of commuting. This chapter utilizes the Model of Mobile Social Interaction to understand effective mobile interaction.
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ABSTRACT Mobile learning environments are human networks that afford the opportunity to participate in creative endeavors, social networking, organize/reorganize social contents, and manage social acts at anytime, anywhere through mobile... more
ABSTRACT Mobile learning environments are human networks that afford the opportunity to participate in creative endeavors, social networking, organize/reorganize social contents, and manage social acts at anytime, anywhere through mobile technologies. Social acts that elicit identities, develop awareness, cement relationships, ensure connections, and promote interactions are necessary for interactive learning. This study was to understand mobile social presence and how it influences social interaction and relates to online and network social presences. It concluded that mobile social presence is similar to virtual social presence in a way; however, it is different from online and network social presences in the aspects of personalized control, and location-free digital interaction. Mobile social presence is defined as the degree of enriching social context-awareness, managing location-based communication, personalized multi-layered interactivity, and optimized digital and social identities to other intellectuals through digital mobile technologies.
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Can anyone learn anywhere at anytime or are there required pre-requisite skills or strategies to achieve such learning? Certainly, it seems logical to assume that access, availability of hardware, and knowledge of software are some of the... more
Can anyone learn anywhere at anytime or are there required pre-requisite skills or strategies to achieve such learning? Certainly, it seems logical to assume that access, availability of hardware, and knowledge of software are some of the items required, but are there ...
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Adaptive learning is an educational method that uses computer algorithms and artificial intelligence (AI) to customize learning materials and activities based on each user’s model. Adaptive learning has been used for more than 20 years.... more
Adaptive learning is an educational method that uses computer algorithms and artificial intelligence (AI) to customize learning materials and activities based on each user’s model. Adaptive learning has been used for more than 20 years. However, it is still unique, and no other system could bring more or even similar capabilities than the ones adaptive technology offers, including the application of AI, psychology, psychometrics, machine learning, and providing a personalized learning environment. However, there are not many studies on its practicality, usefulness, improving students’ learning skills, students’ perception, etc., due to the limited number of institutes investing in this new technology. This paper presents the results of administering the newly developed Adaptive Self-regulated Learning Questionnaire (ASRQ) in an adaptive learning course equipped with the ALEKS (Assessment and Learning in Knowledge Spaces) system to study the amount of Self-regulated Learning Skills (...
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Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e.,... more
Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of initiative and sense of control with regard to iGoogle gadgets management in PLE. This study has concluded that goal setting, time management, and task strategies in self-regulated learning can predict level of initiative in organizing PLE. Furthermore, goal setting and task strategies can predict sense of control in PLE management.
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PersonalLearningEnvironmentisapromisingpedagogicalapproachtointegrateformalandinformal learninginsocialmediaandsupportstudentself-regulatedlearning.TheuseofPLEstosupport... more
PersonalLearningEnvironmentisapromisingpedagogicalapproachtointegrateformalandinformal learninginsocialmediaandsupportstudentself-regulatedlearning.TheuseofPLEstosupport lifelonglearningcanbeexpandedtotheformal,non-formal,orinformallearningenvironments.This studyempiricallyexaminedhowPLEmanagementpredictedtheuseofPLEtosupportthreetypes oflifelonglearning(i.e.,formal,non-formal,orinformallearning).ThisstudyconcludedthatPLE managementwaspredictiveofeachtypeoflearningrespectively.PLEisnotonlyatechnicalplatform butalsoanewdigitallearningliteracy,conceptualspace,pedagogicalprocess,andsocialnetworks thatenableandsupportlearnerstoachievetheirlifelonglearninggoals.WhileOpenEducational Resources(OERs)areperceivedasasolutionforsocialjusticeindigitallifelonglearning,PLEand OpenNetworkLearningEnvironmentareidentifiedasthekeypedagogyandinstructionalstrategiesto empowerlearnersgainingnetwork-learningliteracyandbecomingcompetentdigitallifelonglearners.
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... On the other side of the continuum, only 8% of teachers report having more than 20 hours of ... changes that take place while engaging in a learning experience, and an action or other expression of ... finally sit down to do work, and... more
... On the other side of the continuum, only 8% of teachers report having more than 20 hours of ... changes that take place while engaging in a learning experience, and an action or other expression of ... finally sit down to do work, and the system is down or a program is not working. ...
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... Biographical notes: Laura E. Sujo de Montes holds a MA in Teaching English to Speakers of Other Languages (TESOL) Degree and a PhD in Learning ... Two preponderant philosophies in today's classrooms, behaviourism and... more
... Biographical notes: Laura E. Sujo de Montes holds a MA in Teaching English to Speakers of Other Languages (TESOL) Degree and a PhD in Learning ... Two preponderant philosophies in today's classrooms, behaviourism and constructivism, will be discussed below. ...
Research Interests: Engineering and Education
Distance learning, especially in computer-mediated environments, is the new trend in education. Universities fear that they will be left behind or even become extinct if they do not offer online courses (Roblyer, 1999). Very little is... more
Distance learning, especially in computer-mediated environments, is the new trend in education. Universities fear that they will be left behind or even become extinct if they do not offer online courses (Roblyer, 1999). Very little is known about effective pedagogy in online environments, much less the power, authority, and control relationships that occur when conversations are not face-to-face. The course described in this article is a bilingual education course in which participants were involved in extensive writing and publishing of their ideas on the Web. Through bulletin board postings, power relationships between majority and minority students became evident during the semester. Students described their struggles with living and working in a society that, in many cases, institutionalizes racism. Included in this article is a discussion of how the race factor is usually turned “off” (Kolko, Nakamura, & Rodman, 2000) or is in its “default,” White mode (Lockard, 2000) in online environments. Finally, the authors offer implications for interactions between instructors and students and student peers in online environments.
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Join us in the publication of the special issue on formal, informal, and non-formal learning and technology. Information is attached.
Thank you
Drs. Laura Sujo-Montes and Shadow Armfield
Thank you
Drs. Laura Sujo-Montes and Shadow Armfield
