ALT-J, Research in Learning Technology
Vol. 18, No. 2, July 2010, 133–148
Thomas D. Cochrane
This paper is a comparative account and analysis of three mobile Web 2.0 projects instigated within a tertiary learning environment during 2008. Following the successful instigation of a mobile Web 2.0 project in the third year of a Bachelor of Product Design course during semester one, similar projects were initiated in semester two within the first-year and second-year Bachelor of Product Design courses. A common methodology for supporting and facilitating mobile Web 2.0 projects was used for all three projects. The projects were designed to explore the potential of mobile Web 2.0 tools to enhance both the formal and informal teaching and learning environments with a focus upon mobile blogging (moblogging). A comparison of student and teaching staff feedback from each of the three projects provided a basis for identifying and illustrating critical success factors within similar m-learning scenarios. Critical success factors identified include: the importance of the pedagogical integration of the technology into the course assessment, lecturer modelling of the pedagogical use of the tools, the need for regular formative feedback from lecturers to students, and the appropriate choice of mobile devices and software to support the pedagogical model underlying the course.
Exploring mobile learning success factors
Showing posts with label Mobile Learning. Show all posts
Showing posts with label Mobile Learning. Show all posts
Wednesday, November 21, 2012
Tuesday, November 20, 2012
Mobile Learning: The Beginning of the End of Classroom Learning
Proceedings of the World Congress on Engineering and Computer Science 2008
Edward J. Cherian and Paul Williams
Mobile learning has evolved from electronic learning, which has evolved from distance learning. Barriers previously available for mobile learning have now all but disappeared, and the number of adult learners available for mobile learning represents a sizeable student population. Studies
indicate no significant difference between most forms of distant learning and tradition face-to-face learning, which may represent the last barrier to fall in the march toward the adoption of widespread mobile learning.
Mobile Learning: The Beginning of the End of Classroom Learning
Edward J. Cherian and Paul Williams
Mobile learning has evolved from electronic learning, which has evolved from distance learning. Barriers previously available for mobile learning have now all but disappeared, and the number of adult learners available for mobile learning represents a sizeable student population. Studies
indicate no significant difference between most forms of distant learning and tradition face-to-face learning, which may represent the last barrier to fall in the march toward the adoption of widespread mobile learning.
Mobile Learning: The Beginning of the End of Classroom Learning
A Mobile Device and Online System with Contextual Familiarity and its Effects on English Learning on Campus
Journal of Educational Technology & Society
2010 - Vol 13, 3 93-109
Shu-Chen Cheng, Wu-Yuin Hwang, Sheng-Yi Wu, Rustam Shadiev and Ching-Hwa Xie
In this study, a mobile device and online system, StudentPartner, is proposed to help students learn English on campus using multimedia and GPS support. Two activities, exploring the campus in English and English presentation, were designed to stimulate students’ deep engagement and interaction with the system. Since students are very familiar with the campus as context, these activities elicit interest and playfulness. An experiment using the proposed system was conducted on the university campus for six months. The results show that positive perceptions of an activity, especially that of exploring the campus, significantly influenced users’ intentions to utilize the proposed system. In addition, it was found that users’ performance in the English presentation activity was significantly correlated with their achievement in learning. Thus, the proposed system,
when combined with these two activities is an effective and enjoyable method of learning English that utilizes the concepts of contextual familiarity and the exchange of ideas through presentations.
A Mobile Device and Online System with Contextual Familiarity and its Effectson English Learning on Campus
2010 - Vol 13, 3 93-109
Shu-Chen Cheng, Wu-Yuin Hwang, Sheng-Yi Wu, Rustam Shadiev and Ching-Hwa Xie
In this study, a mobile device and online system, StudentPartner, is proposed to help students learn English on campus using multimedia and GPS support. Two activities, exploring the campus in English and English presentation, were designed to stimulate students’ deep engagement and interaction with the system. Since students are very familiar with the campus as context, these activities elicit interest and playfulness. An experiment using the proposed system was conducted on the university campus for six months. The results show that positive perceptions of an activity, especially that of exploring the campus, significantly influenced users’ intentions to utilize the proposed system. In addition, it was found that users’ performance in the English presentation activity was significantly correlated with their achievement in learning. Thus, the proposed system,
when combined with these two activities is an effective and enjoyable method of learning English that utilizes the concepts of contextual familiarity and the exchange of ideas through presentations.
A Mobile Device and Online System with Contextual Familiarity and its Effectson English Learning on Campus
Pad-agogy: A quasi-experimental and ethnographic pilot test of the iPad in a blended mobile learning environment
Ascilite 2010
Jeffrey Brand
Shelley Kinash
Does student use of mobile technologies make a difference to their learning? Many educators make this claim. This research will test and report the learning outcomes, technology orientations, attitudes, times on task and exposure frequencies with iPad tablet computers and make comparisons of these groups using other mobile devices and groups not using mobile devices. Methods include a quasi-experiment and design-based research (DBR) and ethnography. Participants will be 150 students over 2 semesters randomly assigned to rotating a comparison group using a traditional bound textbook and regular access to a Blackboard subject site, another comparison group using their existing mobile devices and an experimental group using iPads to access equivalent content through enhanced Blackboard content and an enriched e-text prepared for this research by Oxford University Press. Surveys, observations, discussions and curricular assessment are conducted weekly as part of the class. Quantitative analysis will be through SPSS and qualitative through NVIVO. The distinctive contribution of this research is the addition of empirical data to this research domain. Early results will be presented at the conference.
Pad-agogy: A quasi-experimental and ethnographic pilot test of the iPad in a blended mobile learning environment
Jeffrey Brand
Shelley Kinash
Does student use of mobile technologies make a difference to their learning? Many educators make this claim. This research will test and report the learning outcomes, technology orientations, attitudes, times on task and exposure frequencies with iPad tablet computers and make comparisons of these groups using other mobile devices and groups not using mobile devices. Methods include a quasi-experiment and design-based research (DBR) and ethnography. Participants will be 150 students over 2 semesters randomly assigned to rotating a comparison group using a traditional bound textbook and regular access to a Blackboard subject site, another comparison group using their existing mobile devices and an experimental group using iPads to access equivalent content through enhanced Blackboard content and an enriched e-text prepared for this research by Oxford University Press. Surveys, observations, discussions and curricular assessment are conducted weekly as part of the class. Quantitative analysis will be through SPSS and qualitative through NVIVO. The distinctive contribution of this research is the addition of empirical data to this research domain. Early results will be presented at the conference.
Pad-agogy: A quasi-experimental and ethnographic pilot test of the iPad in a blended mobile learning environment
Up Close and Very Personal – A Proposed Conceptual Framework for Mobile Technology As a Participant
IST-Africa 2007 Conference Proceedings
Paul Cunningham and Miriam Cunningham (Eds)
IIMC International Information Management Corporation, 2007
ISBN: 1-905824-04-1
Adele BOTHA, Johannes C.CRONJE , Merryl FORD
The purpose of this paper is to propose a conceptual framework for the integration and evaluation of mobile technology in educational settings. Research in the development of platforms and initiatives for and in education often display characteristics of either a pedagogical or technology focus. Only when the technology that supports a mobile learning event and the pedagogic considerations that underpin it, come together, does it produce a successful initiative. While both reflect a perspective, neither reveals it in isolation. By acknowledging this interdependent relationship in mobile learning and its incorporation into planning and evaluation, we are able to arrive at an understanding of the ensuing relationships between the individual, the community, the desired outcome and the mediating tool. In the development of this framework a case is made for considering the technology as a participating partner in learning events. This leads to new relationships that could influence the integration of technology. These relationships are dynamic and change as technology improves and new tools are introduced.
Up Close and Very Personal – A Proposed Conceptual Framework for Mobile Technology As a Participant
Paul Cunningham and Miriam Cunningham (Eds)
IIMC International Information Management Corporation, 2007
ISBN: 1-905824-04-1
Adele BOTHA, Johannes C.CRONJE , Merryl FORD
The purpose of this paper is to propose a conceptual framework for the integration and evaluation of mobile technology in educational settings. Research in the development of platforms and initiatives for and in education often display characteristics of either a pedagogical or technology focus. Only when the technology that supports a mobile learning event and the pedagogic considerations that underpin it, come together, does it produce a successful initiative. While both reflect a perspective, neither reveals it in isolation. By acknowledging this interdependent relationship in mobile learning and its incorporation into planning and evaluation, we are able to arrive at an understanding of the ensuing relationships between the individual, the community, the desired outcome and the mediating tool. In the development of this framework a case is made for considering the technology as a participating partner in learning events. This leads to new relationships that could influence the integration of technology. These relationships are dynamic and change as technology improves and new tools are introduced.
Up Close and Very Personal – A Proposed Conceptual Framework for Mobile Technology As a Participant
M-learning and mobile knowledge management: similarities and differences
International Journal of Computing & Information Sciences
2006
4(2), pp.58–62
Zuga, Bruno
Slaidins, Ilmars
Kapenieks, Atis
Strazds, Armands
Existing e-learning and knowledge management projects have shown that m-learning and mobile knowledge management may have real and valuable contribution to development of knowledge society. The paper analyses and compares different m-learning and mobile knowledge management introduction scenarios based on evidence found in the literature. Special emphasis is given to the examination of current practices as they are found in m-learning and mobile knowledge management, similarities and differences are identified. The article attempts to find critical success factors for sustainable deployment in both m-learning and mobile knowledge management.
M-learning and mobile knowledge management: similarities and differences
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