Mobile voting tools for creating collaboration environment and a new educational design of the university lecture (original) (raw)
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Mobile devices can enhance learning/teaching experience in many ways - provide instant feedback and better diagnosis of learning problems; help design new assessment models; enhance learner autonomy, create new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools on creating collaborative environment at university lecture courses and getting immediate feedback from large classes. Our research demonstrated that Student Response System (SRS) supported approach influenced not only lecture design - time management, the mode of material presentation, activity switch patterns - but also learners-teacher interaction, student collaboration and output, formats of activities and tasks. SRS supported lectures help instructors gradually get the grasp of a new type of digital classroom - flipped classroom, and then, in the long run, MOOC lecturing. The analysis based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in 2012-2013 academic year showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improve their intercultural competence and language skills and enhance their motivation.
The research is aimed at theoretical substantiation, development and experimental verification of methods of applying mobile technologies by university students. The research objective implies adapting audience response systems and mobile tools of multimedia development to be used in the classroom environment at universities. The research object is application of mobile ICT to the training process. The research subject is methods of applying audience response systems and mobile tools to conducting practical classes at the university. There are analyzed Ukrainian and foreign researches into the issues of mobile ICT application to the university students training. The authors have developed methods of applying audience response systems by taking Plickers as an example and mobile tools of multimedia development through using augmented reality tools. There is comparative assessment of functionality of audience response systems and mobile tools of developing multimedia with augmented rea...
Wireless and Mobile …, 2005
This paper presents initial results of our on-going activities regarding the use of smart phones and mobile services in university classrooms at Växjö University. The purpose of these trials was to explore and identify which content and services could be delivered to the smart phones in order to support learning and communication in the context of university studies. The activities were conducted within the MUSIS (MUlticasting Services and Information in Sweden) project where 41 students from two different courses at Växjö University participated during a period of 3 months. Generally, the services integrated transparently into students' previous experience with mobile phones. Students generally perceived the services as useful to learning; interestingly, attitudes were more positive if the instructor adapted pedagogical style and instructional material to take advantage of the distinctive capabilities of multicasting. To illustrate, we report a case study of a class in the School of Humanities. We conclude with recommendations for increasing the potential for successful implementation of mobile services in higher education, including the importance of usability, institutional support, and tailored educational content. Proceedings of the 2005 IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'05) 0-7695-2385-4/05 $20.00 © 2005 IEEE Authorized licensed use limited to: IEEE Xplore. Downloaded on February 12, 2009 at 17:35 from IEEE Xplore. Restrictions apply.
Design a Mobile Learning Framework for students in Higher Education
Journal of University of Human Development
Abstract-ML (mobile learning) has extended e-learning to a new paradigm of "anywhere, anytime learning". The use of 3G and 4G Phones (high-speed data transfer) will be represented as a great opportunity for both learners and teachers to meet together, access and exchange information in virtual spaces whilst on the move. The aim of this work is to design a mobile learning framework for Students in higher education. Thus, this will provide better quality of teaching. Additionally, Mobile learning (M-learning) has turned into a critical instructive innovation part in advanced education. Mlearning makes it workable for students to learn, team up, and impart thoughts among each other as much as web innovation and improvements will allow. In any case, M-learning acknowledgment by learners and instructors is basic to the occupations of M-learning frameworks. Attitudes towards Mlearning innovation is an imperative method to measuring whether or not learners and instructors are prepared to utilize M-learning. Such attitudes will serve to distinguish qualities and shortcomings and encourage the advancement of the innovation foundation. We will investigate students and instructors' state of the arts in using M-learning in higher institutes for some of Private and Public universities of Ministry of higher education. As a result of student feedback regarding M-learning methods of teaching, a suitable framework for M-learning is proposed by reviewing many other frameworks and also by the analysis of results of a survey that asked many students and staff in higher education fields.
Applications of Mobile Learning in Higher Education
International Journal of Information and Communication Technology Education, 2000
As mobile devices’ use among consumers accelerates at an exponential rate, there is a need to examine how these mobile devices can be used as effective learning tools and not just a form of communication. In this paper, the authors use an empirical survey methodology to study various mobile learning tools that are currently available for use in higher education, their advantages and disadvantages in m-learning versus e-learning implementations, and to explore the current trends in m-learning.
A study of mobile learning technology used by international students at SHMS Caux campus
Master dissertation, 2017
Students living in the twenty-first century are no longer the people our educational system was designed to teach. Most of them have spent their entire lives using digital technologies, owning all the latest sorts of mobile devices, and are not willing to power down when they attend university. This dissertation reports on a study aimed to explore the relationship between first and second year students at the Swiss Hotel Management School in Caux, Switzerland, using mobile technology, and the online learning content made available by teachers on the Moodle platform of the school. An original app developed by the author and usable on smartphone, iPad and laptop was given to each participant who recorded quantitative data in real situations. In addition, focus group interviews were organised to collect qualitative data, discovering feelings and ideas about five statements related to the topic under study. The findings show that students make extensive use of mobile technology for private and learning purposes. Their favourite mobile device remains their smartphone, and there is a marked difference between first and second year students concerning their second preferred device for learning. Moodle and the content made available online have been recognised indispensable tools to support students’ learning. However, participants pointed out several issues related to the lack of motivation from some teachers to effectively structure their modules in Moodle, the fact that some students stopped using the iPad due to frustrations, confusions and problems with the device, and that many students are not advanced users of technology or feel that they are forced to use it as they would prefer more traditional methods. This document recommends practices and procedures which could be adopted by the school to improve and harness the online learning experience of students at SHMS Caux.
Gamji, M B (2016) COMMUNICATION TECHNOLOGIES FOR MOBILE LEARNING AND STUDENTS' PARTICIPATION
Abstract. Emerging Communication Technologies here refers to those technologies that can be used to understand learning, embracing the tools of the technologies and use them with a view to supporting the learning and teaching process. This, helps in the emergence of Mobile learning which is considered as a situation covering a wide range of applications that emerged from the convergence of new mobile technologies. The paper aimed at identifying more ways that students can participate in mobile learning through the new communication technologies as well as encouraging teachers and leaners to embrace these emerging technologies in their academic or learning activities. Participation in mobile learning can be referred to students' engagement in the learning process through mobile system, where they can use technologies to find, manage and produce content of learning and also support all types of their study. For instance using mobile hand washing device to teach children how to wash their hands properly, or Inquiry toolkits that help learners to improve their skills in mathematics or communications. Indeed applications like Wikispace and PBworks can be used as interactive mobile space for learners to exchange ideas among their peers as well as teachers. The paper recommends for mobile learning experts to consider the conversion of traditional Text books to video format for young learners using mobile devices, as well as tertiary institutions to make best use of these technologies in their learning environments. Key words:- Mobile learning, Emerging technologies, teaching, learning
Design Of Mobile Teaching For Students Collaborative Learning In Distance Higher Education
2015
The aim of the study is to describe and analyze design<br> of mobile teaching for students collaborative learning in distance<br> higher education with a focus on mobile technologies as online<br> webinars (web-based seminars or conferencing) by using laptops,<br> smart phones, or tablets. These multimedia tools can provide face-toface<br> interactions, recorded flipped classroom videos and parallel chat<br> communications. The data collection consists of interviews with 22<br> students and observations of online face-to-face webinars, as well<br> two surveys. Theoretically, the study joins the research tradition of<br> Computer Supported Collaborative learning, CSCL, as well as<br> Computer Self-Efficacy, CSE concerned with individuals' media and<br> information literacy. Important conclusions from the study<br> demonstrated mobile interactions increased student centered<br> learning. As the students ...
MOBILE LEARNING IN HIGHER EDUCATION: AN EMPIRICAL ASSESSMENT OF A NEW EDUCATIONAL TOOL
Mobile Learning, or M-learning as it is often called, is a relatively new tool in the pedagogical arsenal to assist students and teachers as they navigate the options available in the expanding distance learning world. This article assesses some of the possible methods, challenges and future potential of using this approach in a college classroom and describes an empirical evaluation of the effectiveness of M-learning in a college classroom. One hundred twelve students in an introductory survey course in sociology were given the opportunity to use an M-Learning product developed by HotLava Software for the purpose of assisting them in preparation for two scheduled exams. Both practice and review questions were made available on Smart Phones, Web enabled phones, PDAs and other Internet capable mobile devices via Learning Mobile Author. Forty-two of the 112 students in the class chose to access these data via their personal devices and their responses were collected and recorded. The results of their performance, as indicated by a final grade in the course, were compared to the outcomes for those students who chose not to use the M-Learning tool. Students using the software demonstrated a higher level of knowledge of the subject matter covered in the course when compared to students choosing not to use the tools (p<.01). Conclusions and a discussion of these outcomes are offered as well as some inferences and speculation regarding the future of M-Learning in the classroom and beyond. Mobile Learning (M-Learning) is a relatively new tool in the pedagogical arsenal to support students and teachers as they navigate the options available in the expanding world of distance learning. M-Learning is learning accomplished with the use of small, portable computing devices. These computing devices may include: smartphones, personal digital assistants (PDAs) and similar handheld devices. M-learners typically view content and/or lessons in small, manageable formats that can be utilized when laptop or fixed station computers are unavailable. It is currently being used in a variety of educational, governmental and industrial settings. This paper assesses some of the possible methods; challenges and future potential of using this approach in a college classroom and provides an empirical evaluation of the effectiveness of this and similar tools. MOBILE LEARNING The first published studies focusing on M-Learning began around 2000. In the April 2000 issue of Computers and Education, Sharples (2000) discussed the potential for new designs in personal mobile technologies that could enhance lifelong learning programs and continuing adult educational opportunities. Many, if not all, of the ideas raised in Sharples' early article are still evolving and are of interest to M-Learning today. Donna Abernathy's article "Get Ready for M-Learning" (2001) provides one of the first looks at the technology and how it could affect future business approaches with regard to learning initiatives. This article may also be counted as an early alert about the potential to this already expanding learning option. Abernathy observes that M-Learning options don't necessarily seek to replace the PC as a be-all tool, but instead notes that it will help supplement corporate learning objectives with on-the-go tools. Businesses hope this will increase willingness among their employees and customers to interact with other learners and provide rapid feedback for corporate and sales force personnel. Although wifi technically existed at the time the Abernathy article was written, it was not fully developed or nearly as ubiquitous as it is currently. Abernathy accurately noted that the fledgling state of wifi technology could be a major stumbling block for future advances. Between 2002 and 2006 numerous studies began to appear that reported similar findings indicating M-Learning technologies were expanding and becoming commonplace in a variety of learning environments.
2017
This paper explores the usefulness of mobile technologies in the classroom, focusing on the Audience Response System of Padlet used during a specific module. Questionnaires (with both closed and open ended questions) were used to research how students engaged with this technology, particularly whether it encouraged greater participation as well as deep learning. Overall, the students had positive responses to Padlet as highlighted by the statistical findings. The comments in the open ended sections, though, noted that there are some issues with using such technology in classrooms. Importantly, it is worth noting that the technology should be embedded into the sessions within a variety of different methods in order to encourage deep learning.