@article{WOS:000439797800010,
abstract = {This study reviews empirical research articles published in the field of
technology-enhanced learning in the out-of-class contexts in primary
schools between the years 2007 and 2016 and explores how the body of
research has connected formal and informal learning experiences,
referred to in the paper as bridging the gap. The review focuses on 43
selected experiments from 41 research papers, which are in detail
examined and classified using the 3 criteria: (a) the Bloom's taxonomy
for learning, (b) the intentionality to physical settings classification
used to differentiate types of learning in various environments, and (c)
the characteristics of seamless learning design. The findings confirm
that technology can enhance learning in and out of classroom, especially
by impacting student interest, motivation, and engagement. The close
examination of the subset of studies with cognitive gains shows that
they successfully bridged the gap between learning spaces and that such
bridging positively correlates with the number of steps in the learning
activity design. The successful bridging of the gap between learning
spaces could further benefit from including more online social learning
activities into the designed learning process and from involving
teachers as cocreators of the learning process and resources.},
address = {111 RIVER ST, HOBOKEN 07030-5774, NJ USA},
author = {Jagust, T and Boticki, I and So, H -J.},
doi = {10.1111/jcal.12252},
issn = {0266-4909},
journal = {JOURNAL OF COMPUTER ASSISTED LEARNING},
keywords = {informal learning; out-of-class learning; out-of-s},
month = aug,
number = {4},
pages = {417--428},
publisher = {WILEY},
title = {{A review of research on bridging the gap between formal and informal learning with technology in primary school contexts}},
type = {Review},
volume = {34},
year = {2018}
}

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The findings confirm that technology can enhance learning in and out of classroom, especially by impacting student interest, motivation, and engagement. The close examination of the subset of studies with cognitive gains shows that they successfully bridged the gap between learning spaces and that such bridging positively correlates with the number of steps in the learning activity design. The successful bridging of the gap between learning spaces could further benefit from including more online social learning activities into the designed learning process and from involving teachers as cocreators of the learning process and resources.","address":"111 RIVER ST, HOBOKEN 07030-5774, NJ USA","author":[{"propositions":[],"lastnames":["Jagust"],"firstnames":["T"],"suffixes":[]},{"propositions":[],"lastnames":["Boticki"],"firstnames":["I"],"suffixes":[]},{"propositions":[],"lastnames":["So"],"firstnames":["H","-J."],"suffixes":[]}],"doi":"10.1111/jcal.12252","issn":"0266-4909","journal":"JOURNAL OF COMPUTER ASSISTED LEARNING","keywords":"informal learning; out-of-class learning; out-of-s","month":"August","number":"4","pages":"417–428","publisher":"WILEY","title":"A review of research on bridging the gap between formal and informal learning with technology in primary school contexts","volume":"34","year":"2018","bibtex":"@article{WOS:000439797800010,\nabstract = {This study reviews empirical research articles published in the field of\ntechnology-enhanced learning in the out-of-class contexts in primary\nschools between the years 2007 and 2016 and explores how the body of\nresearch has connected formal and informal learning experiences,\nreferred to in the paper as bridging the gap. 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