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Journal articles on the topic 'Mobile eLearning'
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Kapenieks, Atis, and Bruno Zuga. "INTERNET, TELEVISION AND MOBILE TECHNOLOGIES FOR INNOVATIVE ELEARNING." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 301. http://dx.doi.org/10.17770/sie2012vol1.50.
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<p>We are developing an innovative cross-media learning delivery system (eBig3, ETM) that goes beyond traditional web-based learning approaches. The approach combines wide availability of television and mobile technologies with the capacity and flexibility of Internet based e-learning. This approach allows the learner to use either a single learning delivery system (depending on availability and preferences) or a complementary combination of two or three delivery systems, thus supporting the anywhere, anytime — by any preference—learning paradigm. The development of the eBig3/ETM learning solutions includes integration of technical aspects of cross-media learning content delivery. Moreover, the approach incorporates pedagogical and usability principles based on an understanding of the target users learning needs and their contexts.</p>
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Mohammad, Abduljawad Amal Ahmad. "An Analysis Of Mobile Learning (M-Learning) In Education." Multicultural Education 9, no. 2 (2023): 145. https://doi.org/10.5281/zenodo.7665894.
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<em>Due to the fact that they no longer represent a static or fixed idea of context, where changes are modest, nonexistent, or predictable, mobile devices demonstrate a radical break from traditional computer platforms. This abrupt change, together with the growth and ongoing development of contemporary mobile devices, has created an opportunity for a far more thorough integration of these contemporary devices into educational settings. An important instrument for our educational system is mobile learning, a relatively new area of study. Our students' and teachers' overall learning experiences can be improved with the use of mobile learning. This essay explores the history of mobile learning and how it may improve the entire eLearning system. The next generation of learning systems will be broadly accessible and will make learning easy for everyone who wants to participate, whereas the paper proposes the M-learning method as the next generation of eLearning. The advantages and potential difficulties of mobile learning in current educational settings are also highlighted in the article.</em>
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Rego, H., T. Moreira, and F. J. García-Peñalvo. "AHKME eLearning Information System." International Journal of Knowledge Society Research 2, no. 2 (2011): 71–79. http://dx.doi.org/10.4018/jksr.2011040107.
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AHKME (Adaptive Hypermedia Knowledge Management E-Learning Platform) is an eLearning Information System that has evolved to fulfill the web-based learning requirements when they are compliant with a Web 3.0 philosophy. The ideas behind Web 3.0 are related to more semantic and intelligent systems. AHKME allows teachers to access standardized resources and evaluate integration and reuse possibilities in eLearning systems, not only content but also learning strategy. The educational resources adaptation in AHKME is supported by a set of collaborative tools, which also allow the users’ feedback provision that is stored in system database. The semantic component in AHKME is based on a set of tools for the instructional designer to create and customize specifications and ontologies to give structure and meaning to resources, manual and automatic search with recommendation of resources and instructional design based on the context, and recommendation of adaptations in learning resources. Finally, AHKME takes into account the mobile learning (mLearning) capabilities, allowing access by teachers and students to learning resources, regardless of time and space.
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Rajesh, N. Kamath, N. Suvarna Ashwitha, N. Hegde Nidhi, Jain Rajatha, and S. Alva Nishanth. "EDUFLICK- A New Age Mobile Classroom." International Journal of Innovative Science and Research Technology 7, no. 6 (2022): 1067–71. https://doi.org/10.5281/zenodo.6825042.
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Eduflick can be used by students for e-learning and for faculties for teaching. This paper explains the use of a video library and how it can help the students for elearning and is e- learning going to be the future? The goal of this work to help the students with every economical background to tackle the problem of COVID-19 pandemic and lockdowns. This application helpsfaculties to upload education related materials to the platform and the student can watch the videos.
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Denham, Andre R., Javier Gonzalez-Sanchez, Maria-Elena Chavez-Echeagaray, and Robert K. Atkinson. "Mobile Applications as Tools to Support Embodied Learning." International Journal of Cyber Behavior, Psychology and Learning 2, no. 4 (2012): 1–16. http://dx.doi.org/10.4018/ijcbpl.2012100101.
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Mobile learning (mLearning) is a rapidly expanding area of educational research. Theorists, researchers, and instructional designers are excited about the potential contributions of mobile technology to the field of education. Mobile tools such as Apple’s iPad or Galaxy Tab have sparked this interest based on their ability to provide high-powered computing within a small, extremely portable form factor. Learners are no longer constrained by the desktop or the power cord of a laptop. Unfortunately, much of mLearning research has focused on transferring eLearning on to mobile devices, instead of investigating the unique characteristics of mobile tools that can be used to define mLearning as a distinct type of learning. This paper begins the task of situating mLearning as a distinct type of learning by first considering the theoretical and pedagogical affordances unique to it. Then, the authors transition into a discussion of embodied learning and how the literature related to this field supports the use of mobile tools for educational purposes that go well beyond the deliver of eLearning instructional content. From there, the authors move to a discussion of the logistical challenge of melding mobile tools within formal learning environments. Next, the paper reports the results of an investigation into the current state of mLearning applications and how the majority of these applications fail to leverage the hardware features of mobile tools that can potential result in deeper understanding of concepts and skills. Finally, the authors provide implications and future directions for developers and educators.
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Pikhart, Marcel, and Blanka Klímová. "eLearning 4.0 as a Sustainability Strategy for Generation Z Language Learners: Applied Linguistics of Second Language Acquisition in Younger Adults." Societies 10, no. 2 (2020): 38. http://dx.doi.org/10.3390/soc10020038.
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The implementation of various eLearning platforms has seen an incredible and unprecedented rise in the past decade in our universities. The aim of this pilot research study is to explore the gap in second language acquisition research for technologically savvy Generation Z, whose members use modern technologies, especially mobile applications, in their learning process in a massive way. More specifically, the authors focus on students’ perceptions of the use of traditional and blended learning supported by an eLearning course in order to reveal students’ attitudes to and expectations from these learning modalities. Altogether, 40 university students participated in an experiment. The findings clearly show that the present eLearning platform is no longer an attractive option for students of Generation Z since these students want to participate in the creation of its content and collaborate and interact with each other in ways they are used to with other social media platforms such as Facebook. The implications of the research are important for educators and designers of various eLearning courses who need to take this into account. Further implications suggest a new approach to the exploitation of eLearning platform connected to Web 4.0. The basic principle of the new approach is to use these platforms and should harness all the possibilities of artificial intelligence, deep learning, machine learning, and computational linguistics. In conclusion, the study reflects the basic and pragmatic principles upon which eLearning 4.0 should be based in order to become a more efficient tool for modern education and sustainability.
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Ahsan, Muhammad. "Efisiensi Penggunaan Elearning dengan Memanfaatkan Teknologi Mobile Wireless Pada Stain Parepare." AL-ISHLAH: Jurnal Pendidikan Islam 16, no. 2 (2018): 154–61. http://dx.doi.org/10.35905/alishlah.v16i2.748.
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ABSTRACTE-learning is formal and informal learning. Formally, the e-learning learningmethod is carried out using learning that comes from the syllabus. The use ofe-learning from lecturers and students at STAIN Parepare is currently stillconsidered not to work well. The interest of students and lecturers in usinge-learning is still lacking. This is because the resources of the lecturers in filling thecontent of the e-learning are still lacking. This study aims to determine the efficiencyof using e-learning by using mobile wireless and knowing the level of satisfaction ofe-learning users by utilizing mobile wireless.
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Žuga, Bruno, Kristaps Kapenieks, Ieva Vītoliņa, Līga Mangusa, and Atis Kapenieks. "eLEARNING APPROACH eBIG3 : DEVELOPMENT , DELIVERY , AND EVALUATION." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 379. http://dx.doi.org/10.17770/sie2014vol2.657.
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In this report in addition to previous results we present the evaluation results of multi-screen e-learning courses – eBig3. It is a new approach and technology to lifelong learning embodying effective integration of popular television, Internet, and mobile phones technologies. We present the results of ten eBig3 pilot courses delivered in 2013 in Latvia. The target group of eBig3 courses was society at large. It demonstrates radical increase of registration in eBig3 courses compared with the traditional registration in the Internet. The course delivery was more successful than that of blended learning courses. The new approach strongly increases the availability of e-courses, and contributes to closing the gap between the expectations for future life-long-learning and real achievements. We didn’t observe connection between learner’s age and attitude towards the usage of SMS in the eBig3 approach.
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Ligale, Leanzs Mahangilu. "Development of a New Model for an e-RPL System Quality Evaluation: A Case Study of Kenya Technical Trainers College." Africa Journal of Technical and Vocational Education and Training 8, no. 1 (2023): 38–51. https://doi.org/10.69641/afritvet.2023.81158.
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The education sector just like any other formal sectors has been largely affected by the emergence of new forms of technology, which present both opportunities and challenges. Quintessentially, many educational institutions have embraced the use of technology from a one-dimensional aspect of the prospects of technology in the formal learning while disregarding the challenges presented in integrating the use of technology in teaching and learning in non-formal and informal settings. Specifically, educational institutions have disregarded the role of embracing quality in the design and implementation of eLearning systems in the non-formal and informal education systems. Adopting a quantitative approach, this research aims at evaluating the development of a new model of enhancing quality in the design of electronic Recognition of Prior Learning (eRPL) system in the informal education setting by modifying the eLearning Quality Framework (EQF). Questionnaires were used to collect data from a total of 140 students enrolled at Kenya Technical Trainers College (KTTC) in order to establish the determinants of quality in eLearning systems for eRPL. Descriptive statistics and weighting factor analysis were undertaken on the data collected. Results from the analysis indicate that quality in eLearning is mainly determined by the following; content design, eLearning system quality, learner experiences and social support, technology factors, assessment and evaluation and institutional factors. In terms of importance it is recommended that the designers should put more emphasis on providing the following quality parameters in the eLearning system; up-to-date content, supported by multiple mobile devices, offers easy navigation of learning experiences, offers and is available on a 24/7 hours basis, has the ability to accurately store assessment data and ensures that the service provider has enough resources to implement eLearning. It is recommended that future research should focus on exploring how interactive and intelligent emerging technologies such as Internet of Things, Virtual Reality and Artificial Intelligence can be infused in the design of quality and responsive eRPL systems.
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Callupe-Zuñiga, Elvis, and Michael Cabanillas-Carbonell. "Mobile eLearning Application with Chatbot and AI as Student Academic Mentor." International Journal of Interactive Mobile Technologies (iJIM) 19, no. 08 (2025): 96–108. https://doi.org/10.3991/ijim.v19i08.52855.
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The gap in education is centered on access to inter-active and accessible educational tools for all, however, it is changing thanks to globalization and technological advancement with new tools that promote continuous learning. A prototype of a mobile application with an artificial intelligence (AI) chatbot for academic mentoring has been developed. For this purpose, the ADDIE methodology was used, as it provides a structured and flexible framework that allows the development to be adjusted to the changing needs of the project. The prototype facilitates access to academic resources, resolves concerns immediately and offers personalized support to optimize the educational experience. The quality of the prototype was evaluated by experts and users, who appreciated its technology, relevance, integration, usefulness, satisfaction and mentoring, obtaining an average score of 4.47 and 4.48 respectively, which reflects a high level according to the criteria established to improve the educational experience.
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Matava, Clyde, Anne-Marie Leo, and Fahad Alam. "Mobile Apps for Teaching Intubation: Scoping Review and Critical Analysis in eLearning." JMIR Medical Education 3, no. 2 (2017): e15. http://dx.doi.org/10.2196/mededu.7919.
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Victor, Holotescu, Vasiu Radu, and Andone Diana. "BRAIN. Broad Research in Artificial Intelligence and Neuroscience-A Critical Analysis of Mobile Applications for Learning. Study Case: Virtual Campus App." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 9, Special Issue (2018): 110–17. https://doi.org/10.5281/zenodo.1249641.
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During the last years, the worldwide education has been challenged and innovated by the online and blended learning approaches, and the openness towards Social Media (SM), Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs). University Politehnica of Timisoara, Romania is one of the pioneering higher education institution in the country, adopting an open education strategy with an important impact on the quality of education. The changing engine is represented by the Center of eLearning, which implemented the Virtual Campus for supporting the academic programs, and also the Unicampus MOOC platform. The aim of the paper is twofold. Firstly, to present and evaluate the Virtual Campus mobile application comparing it with mobile applications accompanying MOOC platforms. Then, to produce the requirements for an enhanced version of this application and the principles for the development of a mobile application for Unicampus. We hope that the paper conclusions regarding quality applications for mobile learning will be useful for teachers and developers designing open and mobile learning environments and applications.
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Denham, Andre R., John M. Quick, and Robert K. Atkinson. "mLearning." International Journal of Cyber Behavior, Psychology and Learning 2, no. 3 (2012): 1–14. http://dx.doi.org/10.4018/ijcbpl.2012070101.
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Rapid advances in mobile hardware and software have fueled the emergence of mobile learning (mLearning) as an area of interest within educational research. In spite of abundant excitement and discussion surrounding mLearning, certain challenges remain unresolved. To date, it seems the field is most enamored with categorizing hardware capabilities and replicating conventional learning content on portable devices. However, it would be beneficial to consider how mLearning can augment learners’ education in unique ways. Prior definitions of mLearning fall short in articulating why mobility is beneficial for learning and how mobile learning is not simply a reformulation of existing eLearning methods. A new perspective is offered to establish mLearning as a unique type of learning. Evidence from the field of embodied cognition that points to the potential affordances of mLearning is provided and future directions are discussed.
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Villa, Agustín de la, Alfonsa García, Francisco García, and Gerardo Rodríguez. "The New Technologies in Mathematics: a Personal History of 30 years." International Journal for Technology in Mathematics Education 24, no. 2 (2017): 67–73. http://dx.doi.org/10.1564/tme_v24.2.03.
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A personal overview about the use of new technologies for teaching and learning mathematics is given in this paper. We analyse the introduction of Computer Algebra Systems with learning purposes, reviewing different frameworks and didactical resources, some of them generated according the philosophy of the European Area of Higher Education. Elearning was an important stage in new technologies. We discuss the different possibilities: learning content management system, e-assessments, projects, etc. The paper is completed with some comments about the mobile learning.
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Keutzer, Lina, Sebastian G. Wicha, and Ulrika SH Simonsson. "Mobile Health Apps for Improvement of Tuberculosis Treatment: Descriptive Review." JMIR mHealth and uHealth 8, no. 4 (2020): e17246. http://dx.doi.org/10.2196/17246.
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Background Mobile health (mHealth) is a rapidly emerging market, which has been implemented in a variety of different disease areas. Tuberculosis remains one of the most common causes of death from an infectious disease worldwide, and mHealth apps offer an important contribution to the improvement of tuberculosis treatment. In particular, apps facilitating dose individualization, adherence monitoring, or provision of information and education about the disease can be powerful tools to prevent the development of drug-resistant tuberculosis or disease relapse. Objective The aim of this review was to identify, describe, and categorize mobile and Web-based apps related to tuberculosis that are currently available. Methods PubMed, Google Play Store, Apple Store, Amazon, and Google were searched between February and July 2019 using a combination of 20 keywords. Apps were included in the analysis if they focused on tuberculosis, and were excluded if they were related to other disease areas or if they were games unrelated to tuberculosis. All apps matching the inclusion criteria were classified into the following five categories: adherence monitoring, individualized dosing, eLearning/information, diagnosis, and others. The included apps were then summarized and described based on publicly available information using 12 characteristics. Results Fifty-five mHealth apps met the inclusion criteria and were included in this analysis. Of the 55 apps, 8 (15%) were intended to monitor patients’ adherence, 6 (11%) were designed for dosage adjustment, 29 (53%) were designed for eLearning/information, 3 (6%) were focused on tuberculosis diagnosis, and 9 (16%) were related to other purposes. Conclusions The number of mHealth apps related to tuberculosis has increased during the past 3 years. Although some of the discovered apps seem promising, many were found to contain errors or provided harmful or wrong information. Moreover, the majority of mHealth apps currently on the market are focused on making information about tuberculosis available (29/55, 53%). Thus, this review highlights a need for new, high-quality mHealth apps supporting tuberculosis treatment, especially those supporting individualized optimized treatment through model-informed precision dosing and video observed treatment.
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Turhangil, Erenler Hale H. "Developing a Measurement Scale of the Use of Mobile Technologies in E-learning: A Structural Equation Model." Marketing and Branding Research 5, no. 3 (2018): 140–50. https://doi.org/10.33844/mbr.2018.60303.
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Researchers agree that mobile learning implementation requires new pedagogies and successful integration and implementation of technologies into learning needs to be well-planned. In this context, this study first aimed to develop a use of mobile technologies measurement scale and then examined students’ perceptions and opinions of using mobile technologies as part of the E-learning program with data from 786 students. Exploratory and confirmatory factor analyses were used to develop the measurement model; then the structural model for the research was tested using SEM. From the SEM analysis, with one dimension and ten variables, the scale was acceptable and the model explained 42.34 percent of the variance, which is indicative of medium explanatory power. Reliability for the scale was assessed using Cronbach’s alpha, which was greater than .80 for Use of Mobile Phones in this study, thus the items were reliable. The results showed that most of the students used the latest smartphone technologies and they generally approved of using these as part of their E-learning program on Moodle learning management system.
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Putra, M. Yudha, and Dwi Ely Kurniawan. "Implementasi Sistem Reminder Jadwal pada eLearning Moodle Berbasis API Menggunakan Framework Flutter." Journal of Applied Computer Science and Technology 4, no. 1 (2023): 7–11. http://dx.doi.org/10.52158/jacost.v4i1.490.
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This research aims to develop a Flutter-based mobile application that provides users with information regarding class schedules and assignments. The application includes a reminder feature that sends notifications about lectures and assignments through WhatsApp and in-app notifications. The development methodology employed is the waterfall model, while testing utilizes black-box testing and Firebase Test Lab. The test results demonstrate the successful development of the application. Additionally, this application facilitates efficient and easy access to class schedules and assignments. It is expected to enhance users' academic performance and be applicable across various educational institutions. Overall, the development of this application offers users the advantage of effectively and efficiently managing study time and completing tasks, thereby contributing to the improvement of educational quality within institutions.
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Muhaise, Hussein, Phelix Businge Mbabazi, Paul Ssemaluulu, and Muhoza Gloria. "The Taxonomy Mobile Learning Applications in Higher Institutions of Learning in Ugandan Universities: A Case of Kabale University, Uganda." International Journal of Research and Innovation in Applied Science VIII, no. V (2023): 43–56. http://dx.doi.org/10.51584/ijrias.2023.8505.
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Since the use of mobile devices outpaces that of laptops and desktop computers today, the usability of these mobile devices is an important consideration. When mobile learning (a new kind of electronic learning) takes shape, bringing an important feature of mobility, the trend expands deeper into teaching and learning. Usability describes the quality characteristics of software product usage; hence, usability testing is a crucial concern in developing companies for the success of product deployment and use. The vast majority of existing usability evaluation approaches were created for desktop software development. As a result, currently existing models do not specifically address mobile learning, presenting a gap that we aimed to remedy. The study developed a model that estimates usability as a function of aggregated usability influencing factors. To provide a more comprehensive model, the proposed model includes essential features from other accessible models and incorporates the majority of those that assist mobile learning. A mobile learning prototype application was designed, tested, and installed to evaluate the efficiency of the developed model, coupled with a task list for objective research. Using a sophisticated statistical technique, the feedback from the experiment and survey was then utilized to assess and validate the prototype application in terms of high, average, or low usability. The findings act as guides for eLearning developing businesses to create more relevant mobile learning applications with high levels of usability.
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Archolito, V. Pahuriray, and O. Algara Rolan. "Mobile-based PhilNITS reviewer design: Its functionality, reliability, usability and efficiency." International Research Journal of Science, Technology, Education, and Management 1, no. 2 (2021): 184–96. https://doi.org/10.5281/zenodo.5726596.
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The examination is used to determine the strengths and limitations of certain individuals. In the fast-growing Information Technology (IT) business, IT workers who have certifications on their resumes are more likely to be employed, earn higher salaries, develop their professions, and have more opportunities for new jobs. As mobile devices have become more essential, the need for new applications that can assist teaching and learn on mobile platforms has grown. In the 21st century, mobile learning has a significant impact on education. Incorporating the most recent development technology in review materials proved to be beneficial especially for examinees. Hence, the researchers were immensely motivated to design a mobile-based PhilNITS reviewer. The development of this application can help students broaden their knowledge and evaluate their readiness to take the examination. The development method was adopted as the research design of the study. The developed mobile application is user-friendly and can be accessed offline. Quality in the use model ISO/IEC 25010:2011 was utilized to establish the five evaluation criteria. Results revealed that the mobile-based PhilNITS reviewer is usable and meets its expected functions in terms of functional suitability, performance efficiency, usability, maintainability, and portability. This application will widen the knowledge and examine the individual skills in the field of information technology, especially in mobile development. For further improvement, the researcher recommends that future studies incorporate a top score module with multiple levels to assess and improve the user's understanding of different Information Technology terminology.
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Molnar, Andreea, and Cristina Muntean. "Assessing Learning Achievements when Reducing Mobile Video Quality." JUCS - Journal of Universal Computer Science 21, no. (7) (2015): 959–75. https://doi.org/10.3217/jucs-021-07-0959.
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When using mobile phones for learning purpose, video content is considered to be the preferred type of multimedia content. However, the video file has a big size in comparison to text or audio and might lead to a high delivery cost when transmitted over a mobile network, a cost that not all users are willing to pay. Concerns regarding the monetary cost for accessing data content through mobile networks have been raised by various researchers. A solution that considers the user preference for trading off between video quality and price in order to reduce the content delivery cost is presented. This paper also evaluates the proposed solution and presents the results of an experimental study that assesses the video content adaptation impact on information assimilation. The results show that although video quality is reduced information assimilation is not negatively affected by the adaptation. This holds true regardless of the mobile device used in the study.
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Prasetyo, Fauzan, Moh Nazir Arifin, and Agus Irmawan. "Optimization of Mobile Ad Hoc Network DSDV and OLSR Using Evolutionary Algorithm for Elearning induction mode." Journal of Disruptive Learning Innovation (JODLI) 2, no. 1 (2020): 1. http://dx.doi.org/10.17977/um072v2i12020p1-8.
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The e-learning induction model that is well informed by the theory and practice is a sure way of being responsive to the dynamism of educational technologies. Common problem that must be taken as consideration and must be resolved in urban areas and the organization is an efficient message delivery in (MANET) Mobile Ad hoc Network. To get good and efficient communication, an algorithm must pay attention to several aspects such as the density of neighbouring node, shape and network size, channel priority level and used of message. Some previous studies attempted to propose solutions for delivering messages, but finding the optimal problem solution that will be use is very difficult. In our research, we sugested an optimization on MANET by using an EA. The algorithm will provide several solutions to the problem of sending messages to MANET. Our goal is able to determine the optimal communication strategy for each node in network. By using (EA) evolutionary algorithm in (n-2) network simulator, we found that result is promising for message delivery optimization to destination for using in system Elearning model networkKeywords: MANET, evolutionary algorithm, message delivery optimization.
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Jadhav, Pralhad. "Learning Goes Hi-Tech." International Journal of Information Communication Technologies and Human Development 5, no. 4 (2013): 51–61. http://dx.doi.org/10.4018/ijicthd.2013100106.
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The need for usage of technologies which removes the boundaries of time and location increases day by day today when information and accession to information gains importance. The evolution in education and training at a distance can be characterised as a move from dLearning (distance learning) to eLearning (electronic learning) to mLearning (mobile learning). Though the environment in which a student and a teacher interact has considerably changed, the basics of a student-teacher relationship remain the same. The avenues for obtaining information for students are plenty now. The study concludes on four major concerns with regard to implementing m-Learning into an educational environment that is Cost factor, Accessibility, Usability and Compatibility.
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Gallagher, Michael Sean, and Pekka Ihanainen. "Mobile Learning Field Activity." Proceedings of the International Conference on Networked Learning 9 (April 7, 2014): 129–36. http://dx.doi.org/10.54337/nlc.v9.8979.
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Mobile learning field activities are presented in this paper as a mechanism for enacting learning in the ‘open’, either in response to formal disciplinary learning activities or to support those moored in informal learning practices. Field activity represents a disciplinary model found across the (field) sciences and throughout the humanities. It has traditionally involved using disciplinary process (observation, data collection, analysis, dissemination) to research social or biological phenomena. Mobile technology has accelerated the process and potential for “coming to know” in the field by allowing the learner to engage multiple layers of meaning, social presence, time, and place simultaneously. These mobile learning field activities represent an authentic application of both informal and formal learning, and include, by way of example, learning walks, geocaching, and urban exploration. Examples presented in this paper include a mobile learning field activity presented in Helsinki, Finland.However, the context, content, and social interactions of this learning can be incredibly complex. This complexity requires a pedagogical response that acknowledges this complexity, identifies the layers of engagement and simultaneous activity taking place, and proposes strategies that maximizes the potential of learning in the open (or in the field). This paper identifies three continuums in which this simultaneous activity is taking place: the serendipity-intentionality of learner orientation, the informal-formal activity structure and the initiative-seduction-sense of intervals continuum of human presence. All three speak to the variety of learner engagements that occur as a result of mobile learning and field activity.This paper advances the belief that new pedagogical approaches are needed to account and make use of these continuums of activity. These layers overlap and are simultaneously engaged in by the learner to generate context and understanding in fluid mobile spaces. The Pedagogy of Simultaneity is proposed to account for these layers of overlap and simultaneity. It advances a pedagogical response by emphasizing human methods. These methods are enacted through trust, discussion, and collage (or composition). Teachers can generate field activities that emphasize this layered reality for learning. This pedagogy addresses the complexity and simultaneity present in mobile learning field activities and we are cautiously optimistic that it also applicable to open learning and elearning.
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Budiman, Aris, and Disman Disman. "PENGEMBANGAN ECONOMICS LIFE SKILLS LEARNING MODEL BERBANTUAN APLIKASI MOBILE LEARNING ANDROID TERHADAP PENGUASAAN KONSEP DAN KECAKAPAN EKONOMI DI PERGURUAN TINGGI." VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan 12, no. 2 (2021): 258–66. http://dx.doi.org/10.31932/ve.v12i2.1351.
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ABSTRAKRendahnya penguasaan konsep dan kecakapan ekonomi pada mahasiswa menjadi latar belakang dari penelitian ini. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran economics life skills berbantuan aplikasi mobile learning Android. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen berbantuan aplikasi SPSS. Sample dalam penelitian ini ditentukan dengan random sampling untuk menentukan kelas kontrol dan kelas eksperimen. Berdasarkan Hasil pengujian, diketahui bahwa ada perbedaan rata-rata yang signifikan antara kelas kontrol yang menerima pembelajaran berbasis proyek dan kelas eksperimen yang memperoleh pembelajaran berbasis proyek berbantuan aplikasi mobil elearning. Hal ini dibuktikan dari hasil uji hipotesis yang telah dilakukan dengan hasil uji beda mean dimana kelompok kontrol memiliki rata-rata sebesar 23.26 dibandingkan dengan kelompok eksperimen dengan treatment PjBL berbasis mobile learning sebesar 71.86. Hal ini didukung oleh probabilitas (Sig.) 0,000 < 0.05 yang menunjukkan bahwa ada perbedaan secara signifikan antara kelompok kontrol dan kelompok eksperimen. Para guru dan pengajar dapat mempertimbangkan Project based learning berbantuan aplikasi mobile learning sebagai salah satu alternatif pembelajaran.Kata Kunci: economic life skill learning model, mobile learningAndroid,penguasaan konsepekonomi, kecakapanekonomi ABSTRACTThe low mastery of concepts and economic skills in students is the background of this research. This study aims to determine the effect of the economics life skills learning model assisted by the Android mobile learning application. The method used in this study is a quasi-experimental application assisted by SPSS. The sample in this study was determined by random sampling to determine the control class and the experimental class. Based on the test results, it is known that there is a significant average difference between the control class receiving project-based learning and the experimental class receiving project-based learning assisted by the e-learning mobile application. This is evidenced from the results of hypothesis testing that has been carried out with the results of the mean difference test where the control group has an average of 23.26 compared to the experimental group with PjBL treatment based on mobile learning of 71.86. This is supported by the probability (Sig.) 0.000 < 0.05 which indicates that there is a significant difference between the control group and the experimental group. Teachers and lecturers can consider Project based learning assisted by mobile learning applications as an alternative learning.Keyword: economic life skill learning model, Android mobile learning, mastery of economic concepts, economic skills
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Bhatia, Col Gaurav, Dr Anjali Thakur, and Ms Arundhati Bhatia. "Building a Resilient India: Modernizing Aapda Mitra Training through Digital Tools and Gamification." Universal Library of Innovative Research and Studies 01, no. 02 (2024): 50–53. https://doi.org/10.70315/uloap.ulirs.2024.0102007.
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India frequently faces natural disasters, necessitating effective community-based disaster response. The Aapda Mitra Scheme trains volunteers to provide immediate assistance during emergencies. To enhance this program, we propose digitizing training materials, aligning with the “Digital India” initiative. This will make training more accessible, efficient, and engaging through interactive eLearning modules, videos, and game-based assessments in multiple regional languages. The digital approach reduces costs, ensures consistent updates, and includes a user-friendly e-learning portal and mobile app. A pilot phase will precede a full-scale rollout and scaling up. Impact assessment will measure the effectiveness of digital training in improving disaster response. This initiative aims to empower Aapda Mitras with vital skills, fostering a culture of volunteerism in Disaster Risk Reduction (DRR) and strengthening local disaster management, contributing to a resilient and climate-positive future.
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Ochoa Siguencia, Luis, Gilberto Marzano, Renata Ochoa-Daderska, Zofia Gródek-Szostak, and Anna Szeląg-Sikora. "COVID-19 AND EDUCATION MANAGEMENT: THE CASE OF SILESIAN REGION - POLAND." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 17, 2021): 162–68. http://dx.doi.org/10.17770/etr2021vol2.6547.
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COVID-19 outbreak has changed the economic and social relations and caused a critical impact on the higher education system. The closure of University campuses to prevent community transmission of the Coronavirus SARS-CoV-2 has shifted face-to-face classes to online learning, distance learning, e-learning, mobile learning, and social learning. E-Learning and virtual education may become an essential component of the higher education system in the next years. Accordingly, teaching staff had to adapt their teaching methodology and tools to eLearning tools and platforms for effective student engagement. This paper reports on a first study conducted from December 2020 to January 2021, involving one hundred Higher Schools teachers of Management in the Silesia Region.The study showed many serious problems related to the emergency teaching-learning experience since it was essentially based on the translation of face-to-face approach in the online environment.
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Musca, Gavril, Andrei Marius Mihalache, and Lucian Tabacaru. "Development of E-learning systems in technical universities." MATEC Web of Conferences 178 (2018): 07004. http://dx.doi.org/10.1051/matecconf/201817807004.
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Electronic learning, distant learning, collaborative work, mobile learning and internet based learning concepts are ever more present in superior learning systems. At this date for study or for finding different information we may access different search engines (like Google) where we can consult information based websites, blogs or online tutorials. Elearning systems can be grouped in online systems that have no direct interaction between the students and the professor, face to face systems that use both electronic resources and student-professor interaction, selflearning systems based on blogs, tutorials, teaching programs or web based systems. We can safely assume that e-learning is rapidly growing and that many universities have online free platforms developed for aiding students. The technological leap of current industries poses new challenges for the traditional educational systems. Efforts are known and acknowledged for changing and enhancing the existent educational systems and the orientation towards online learning processes.
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Kwok, Coco Yin Tung, Man Sing Wong, Sion Griffiths, et al. "Performance Evaluation of iBeacon Deployment for Location-Based Services in Physical Learning Spaces." Applied Sciences 10, no. 20 (2020): 7126. http://dx.doi.org/10.3390/app10207126.
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Bluetooth Low Energy (BLE) is a wireless network technology used for transmitting data over short distances. BLE maintains a data transmission range comparable to the regular Bluetooth transmission, but consumes less energy and cost. iBeacon technology refers to BLE mobile devices, which allow mobile applications to receive signals from iBeacons in both indoor and outdoor environments. It is commonly used nowadays for positioning, location services, navigation and marketing, for the sustainable development of smart cities. The applications, however, can be further enhanced for use in many disciplines, such as education, health sector, and exhibitions for disseminating information. This study performed a set of robustness and performance tests on BLE-based iBeacons in the teaching and learning environments to evaluate the performance of iBeacon signals for positioning. During robustness testing, positioning accuracy, signal availability and stability were assessed under different environmental conditions, and the findings suggested pedestrian traffic blocking the line of sight between iBeacon and receiver, causing the most signal attenuations and variation in RSSI. In performance testing, a series of tests was conducted to evaluate the deployment of the iBeacons for positioning; leading to recommendations of iBeacon deployment location, density, transmission interval, fingerprint space interval and collection time in physical learning spaces for sustainable eLearning environments.
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Aditya, Vijay Parab. "Wearable Technology in E Learning and Health Care." International Journal of Trend in Scientific Research and Development 4, no. 3 (2020): 162–66. https://doi.org/10.5281/zenodo.3892467.
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The rapid increase in the mobile and wireless technology has led to the establishment of various design approaches to the user’s requirements. Thus among the recent developing technologies the wearable technology has seen a increasing demand and thus it is a growing field. The wearable technologies are those intelligent devices with a variety of sensors to track the physical movements of a person, these devices are lightweight very easy to carry and bendable. With the latest emergence and the adoption of the internet and mobile technology, now the wearable technology is also a impactful solution to manage and increase the classroom involvement. There a wide variety of wearable devices which are available like smartwatches, Google lenses, smart clothing, etc. And it is often complex for the educators to implement these advanced techniques to higher educational contexts. This paper focuses on studying the different applications of this evolving technology in the e learning field. Aditya Vijay Parab "Wearable Technology in E-Learning and Health Care" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30235.pdf Paper Url :https://www.ijtsrd.com/computer-science/other/30235/wearable-technology-in-elearning-and-health-care/aditya-vijay-parab
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Hartawan, I. Nyoman Buda, and I. Putu Agus Yogi Subawa. "ANALISIS KINERJA SERVER ELEARNING UNTUK PEMBELAJARAN SYNCHRONOUS BERBASIS BIG BLUE BUTTON DALAM MENDUKUNG PEMBELAJARAN DI MASA COVID-19." Jurnal RESISTOR (Rekayasa Sistem Komputer) 4, no. 1 (2021): 78–84. http://dx.doi.org/10.31598/jurnalresistor.v4i1.715.
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COVID-19 has an impact on education which requires students to study from home. Teachers carry out teaching remotely via an internet connection so that learning activities that should be carried out at school can still run. The learning process is necessary to conduct live sessions via teleconference. The Big Blue Button is an alternative application to support the online learning process, especially in conducting live sessions. This study aims to analyze the Big Blue Button as a teleconference application to support learning activities online. Implementation is done by integrating the Big Blue Button with Moodle as a Learning Management System (LMS) Moodle. The test was done by conducting a teleconference simulation involving 42 students. The test results show the Big Blue Button can be used to support online learning activities and can be accessed well by 42 students simultaneously using either a PC or a mobile device.
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Martín-Núñez, José, Susana Sastre, José Peiró, and José Hilera. "The Effects of Using a Fully Integrated Mobile Application to Access Learning Management Systems in Higher Education." JUCS - Journal of Universal Computer Science 26, no. (9) (2020): 1213–29. https://doi.org/10.3897/jucs.2020.063.
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The use of mobile devices in the classroom is increasingly frequent. However, the LMS are still not completely adapted to this format, preventing students from using all the LMS web-functionalities in their mobiles. Hence, we present and evaluate the use of a new mobile application fully integrated with Learning Management Systems (LMS). We examined access to LMS by 95 postgraduate university students, differentiating between the services accessed and the means used. Students belonged to four consecutive promotions. In the first two, access to the system was through the web, while in the third and fourth, an app fully integrated with the LMS was available. The results showed an overall increase in access to LMS, with a considerable reduction in access via the web in favor of access via the application. Significant differences were found in the access patterns to communication and assessment services depending on the students' age, gender, academic major and previous m-learning experience. Satisfaction with the LMS rose when the app was available, with greater growth within the academic major on IT and previous m-learning experience group. Finally, students with high performance accessed the system significantly more than those with low performance. In conclusion, the integration of the app with the system showed useful and efficient results. The app eased the use of the system, increased student satisfaction with LMS, and student performance improved with increased access.
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Fernando, Juanita, and Jennifer Lindley. "Lessons learned from piloting mHealth informatics practice curriculum into a medical elective." Journal of the American Medical Informatics Association 25, no. 4 (2017): 380–84. http://dx.doi.org/10.1093/jamia/ocx076.
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Abstract Introduction This case study reports the development and delivery of an mHealth elective piloted for first-year undergraduate medical students at Monash University (Australia) and the lessons learned by designers. Results The students were not as adept at using mHealth devices as the literature had predicted. Expert speakers using mHealth for practice perceptibly engaged students. Force-field analysis was a useful basis for devising end-user evaluative research tools for practice. Combining small- and large-group discussions with eLearning discussions promoted student engagement with new concepts and associated jargon. Assessment by mHealth informatics champions supported the students’ independent learning. Lessons learned Promotion of mHealth curriculum must be transparent and clear. Our elective delivery was hampered by a lack of suitable mobile device ownership and limited availability of useful, free apps. Technological jargon required clarification. Educators require particular mHealth informatics and educational expertise to support mHealth pedagogies. This learning helps to prepare medical curriculum designers for addressing evolving mHealth practice horizons.
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Novianto, Hendri, and Nadia Nadawina. "Kajian Literatur: Pembelajaran Berbasis Teknologi Di Abad 21 Pada Mata Kuliah Gambar Perencanaan Jurusan Teknik Sipil." Research in Education and Technology (REGY) 1, no. 1 (2022): 22–26. http://dx.doi.org/10.62590/regy.v1i1.4.
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Mata kuliah gambar perencanaan adalah sebuah matakuliah pada jurusan teknik sipil yang termasuk kompetensi dasar bagi mahasiswa-mahasiswa yang mengambil jurusan teknik sipil ini. Dimana bagian penting nya adalah pemahaman serta kemampuan mahasiswa untuk mengimplementasikan bagaimana perencanaan dari sebuah bangunan itu baik dari segi ukuran, skala serta komponen dari bangunan dapat digambarkan dengan pemanfaatan software yaitu AutoCAD. Seiring perkembangan zaman terutama pada abad 21 ini, Ilmu Pengetahuan dan Teknologi atau IPTEK menjadi hal yang tak terpisahkan terhadap pembelajaran di jenjang perguruan tinggi, dikarenakan keefektifan dari IPTEK sudah teruji dari penelitian-penelitian sebelumnya bahwasanya IPTEK terutama pembelajaran dengan pemanfaatan teknologi informasi dan komunikasi ini efektif dalam pembelajaran dikarenakan kemudahan dalam akses informasi terutama pada zaman modern yang mana dengan pemanfaatan teknologi informasi dan komunikasi yang berkembang sangat pesat ini. Terkhusus pada matakuliah gambar perencanaan, pembelajaran dengan pemanfaatan teknologi informasi dan komunikasi ini dapat dilaksanakan dengan pemanfaatan elearning sebagai media akses pembelajaran dan kemudian sebuah e-modul sebagai bahan ajar mobile yang dapat dimanfaatkan oleh para mahasiswa.
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Hendri, Novianto, and Nadawina Nadia. "Kajian Literatur: Pembelajaran Berbasis Teknologi di Abad 21 pada Mata Kuliah Gambar Perencanaan Jurusan Teknik Sipil." Research in Education and Technology (REGY) 1, no. 1 (2022): 22–26. https://doi.org/10.62590/regy.v1i1.4.
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Mata kuliah gambar perencanaan adalah sebuah matakuliah pada jurusan teknik sipil yang termasuk kompetensi dasar bagi mahasiswa-mahasiswa yang mengambil jurusan teknik sipil ini. Dimana bagian penting nya adalah pemahaman serta kemampuan mahasiswa untuk mengimplementasikan bagaimana perencanaan dari sebuah bangunan itu baik dari segi ukuran, skala serta komponen dari bangunan dapat digambarkan dengan pemanfaatan software yaitu AutoCAD. Seiring perkembangan zaman terutama pada abad 21 ini, Ilmu Pengetahuan dan Teknologi atau IPTEK menjadi hal yang tak terpisahkan terhadap pembelajaran di jenjang perguruan tinggi, dikarenakan keefektifan dari IPTEK sudah teruji dari penelitian-penelitian sebelumnya bahwasanya IPTEK terutama pembelajaran dengan pemanfaatan teknologi informasi dan komunikasi ini efektif dalam pembelajaran dikarenakan kemudahan dalam akses informasi terutama pada zaman modern yang mana dengan pemanfaatan teknologi informasi dan komunikasi yang berkembang sangat pesat ini. Terkhusus pada matakuliah gambar perencanaan, pembelajaran dengan pemanfaatan teknologi informasi dan komunikasi ini dapat dilaksanakan dengan pemanfaatan elearning sebagai media akses pembelajaran dan kemudian sebuah e-modul sebagai bahan ajar mobile yang dapat dimanfaatkan oleh para mahasiswa.
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Rokhgireh, Samaneh, Babak Sabet, Shahla Chaichian, et al. "Medical students’ perceptions towards distance e-Learning in gynecology ward during the COVID-19 pandemic." PLOS ONE 18, no. 3 (2023): e0283253. http://dx.doi.org/10.1371/journal.pone.0283253.
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Introduction The coronavirus disease 2019 (COVID-19) pandemic has caused serious public health problems and compromised the health of individuals and communities. This study aimed to evaluate a Distance e-Learning from the perspective of medical students in the Gynecology ward during the COVID-19 Pandemic. Material and methods This cross-sectional study was conducted at the Iran University of Medical from the September 2020 to September 2021. The study sample included 130 medical students who participated in distance training courses in the gynecology ward during the COVID-19 pandemic. All medical students were included for the study. Medical students (externs and interns), who received Distance eLearning in the gynecology ward during the study, were included. The self-administered questionnaire was used in this study. Questionnaires was developed through literature review and consultation with gynecology and eLearning experts. Face and content validity was established by eight experts. Internal consistency was assessed with Cronbach’s alpha. Results The questionnaire was sent to 170 medical students. Of the 130 respondents 65% were female and 35% were male. There were 57 (43.8%) externs and 73 (56.2) interns. Most students agreed that mobile devices increase their learning and home is the preferred place for participation in DE. Most students (66.9%) either strongly disagreed or disagreed that Distance e-Learning was an appropriate method for learning basic clinical skills.72.3% of respondents strongly disagreed or disagreed that Distance e-Learning provided them an opportunity to practice clinical skills effectively. Most medical students (69.3%) strongly agreed or agreed that Distance e-Learning created more opportunities to apply theoretical knowledge directly to medical practice. Discussion The results of the online survey suggest that medical students have found both positive and negative aspects of clinical learning by DEL format in Gynecology ward.
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Bahar. "SMART LKS: MODEL APLIKASI PEMBELAJARAN BERBASIS TEKNOLOGI MOBILE UNTUK PENGAYAAN BAHAN AJAR SEKOLAH DASAR PASCA PEMBELAJARAN DI KELAS." JURNAL TEKNOLOGI INFORMASI DAN KOMUNIKASI 10, no. 1 (2020): 1–6. http://dx.doi.org/10.51903/jtikp.v10i1.138.
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Abstract There are many obstacles faced by teachers in making maximum use of time to deliver lessons in class so that learning time becomes ineffective, resulting in not conveying all teaching materials. Thus the learning objectives are not maximally achieved. Various attempts have been made to enrich the learning material to improve students understanding of post-learning elementary school in the classroom outside of formal learning time, such as the use of various types of learning media to study independently. The use of Information Technology such as e-learning, e-module, Interactive Learning CD has been used to help students in the learning process independently, but these media have their advantages and disadvantages. This paper offers a Mobile Technology model as a medium that can be used by teachers to assist in enriching Teaching Materials to improve understanding of Post-Learning Elementary School students in the classroom. This proposed model is expected to cover the weaknesses of each existing media : e-module, elearning, and Interactive Learning CD, because it provides a very interactive, practical facility whenever and wherever students can use it, as well as presenting interesting learning materials and practice questions, so as to motivate students in learning.
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Al-Khanjari, Z., K. Al-Kindi, A. Al-Zidi, and Y. Baghdadi. "M-Learning: The New Horizon of Learning at SQU." Journal of Engineering Research [TJER] 11, no. 2 (2014): 15. http://dx.doi.org/10.24200/tjer.vol11iss2pp15-26.
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M-learning extends the theory and practice of learning and mobility in converging technological environments. Developing a smart course in order to improve the standard of education at Sultan Qaboos University (SQU) is one of the main aims of the current authors. This proposal requires developing innovative applications for ubiquitous, mobile technologies for learning. This kind of development covers new educational and technological methods and concepts for supporting formal and informal learning. SQU is currently using Moodle as the open source e-learning management system to support and enhance traditional learning. Although elearning in SQU has proven its importance in enhancing traditional learning, it is limited to areas and locations where a personal computer exists. This constraint is a burden to many e-learning users who are staff or students, especially if they live in rural areas of Oman. To overcome this drawback, an investigative survey of the importance of m-learning was designed and distributed to SQU students. The results showed that almost all students favored and supported the idea and requested the implementation of a m-learning application. As a step forward, this paper proposes an extension for e-learning—a new m-learning tool to support learners who use mobile device technologies. Our goal in introducing m-learning at SQU is not to replace e-learning but to complement and improve it so both modalities are available, since each grants certain advantages to users.
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Kelly, M., D. Basu, M. Engel, and K. Landgraf. "Case-Based Training on Best Practices in Effective Test Utilization for Clinical Laboratories: A Comparison of Two Educational Formats." American Journal of Clinical Pathology 162, Supplement_1 (2024): S144—S145. http://dx.doi.org/10.1093/ajcp/aqae129.321.
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Abstract Introduction/Objective While a survey of ASCP membership showed improvements being made in effective test utilization (ETU), there is an ongoing need for formal education on best practices. Case-based education drawn from real-world scenarios provides an opportunity to address this need, aimed at increasing the understanding of evidence- based guidelines to inform clinical test ordering and reduce overconsumption of supplies without compromising patient care. The poster presents two examples of case-based education presented in an innovative microlearning format and an eLearning format designed for clinical laboratory professionals. Methods/Case Report The activities presented 9 - 10 practical, real-world scenarios as educational cases along with assessment questions addressing a range of topics that included ETU for pancreatitis and cardiac injury, blood collection tube consumption and conservation, strategies for reducing repeat daily lab test ordering, and others. Each case was designed for learners to be able to review the content and answer the assessment questions in 5 minutes. In the microlearning activity, learners received the cases and questions via email on a scheduled frequency and completed them via mobile device. The questions were repeated up to 2 times to reinforce learning. Participants in the eLearning activity accessed the same cases and assessment questions via a different learning platform (with no staggered delivery). Results (if a Case Study enter NA) More than 2,500 learners have participated in one or both ETU activities, and feedback has been highly positive. The assessment results show proficiency gains for a range of laboratory personnel, including laboratory managers/supervisors, histotechnologists, medical laboratory scientists, laboratory technicians, pathologists, and other laboratory roles. Conclusion The results also show how case-based scenarios can help promote best practices in ETU, which may be particularly beneficial for laboratory decision-makers. In addition to showing increased understanding of ETU strategies, the results also pose lessons learned for designing similar types of case-based education.
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Čebron, Neva, and Lara Sorgo. "FROM TRADITIONAL LANGUAGE LEARNING TO LANGUAGE LEARNING ON MOBILE APPS." Folia linguistica et litteraria XIII, no. 44 (2023): 69–88. http://dx.doi.org/10.31902/fll.44.2023.4.
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The pervasive presence of ICT (information and communication technology) in everyday life and the appeal these technologies have for our students, forces teachers of foreign languages to consider how language teaching might be adapted to include these new tools in teaching practice. During the various stages of the Covid pandemic, the surge in the development of ICT supported language-learning devices, especially language learning mobile apps, and a wealth of research focusing on the exploration of the new means of eLearning, indicate new options for the delivery and acquisition of foreign languages as a life-long learning practice, which the LanGuide project seeks to exploit and advance. The paper reports on a survey carried out among respondents (students, academic and administrative staff) at 6 institutions of higher education in Slovenia, Romania, Croatia, Spain and Sweden. The purpose of the research was to examine the views, practices and attitudes of the respondents with regard to using ICT for foreign language acquisition, in order to help the international partnership to establish clear goals and objectives for developing learning materials in the languages of the partnership of the LanGuide project (KA2-HE/19), co-funded by the European Commission. Mobile language learning has altered the approach to language acquisition and our respondents proved well aware of the options available to them. The mobility, portability, and ubiquity of mobile apps seem to motivate them to make plans for more language learning. This manner of language acquisition, one that provides a sense of freedom and self-management, seems to suit and motivate self-learners. However, in the future, particular attention should be devoted to the further investigation of learning strategies and learning styles compatible with the use of mobile technology. Such knowledge could have a crucial impact on both language instructors and learners of foreign languages, as well as help materials writers and software developers. We can conclude that mobile language learning has changed the approach to language acquisition, while a number of issues still need to be addressed and analysed in order to provide a meaningful, productive user experience on language learning apps.
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de Wit, Monique, and Nicola Ann Plastow. "Recommendations to Improve the Usability of Mobile Learning for Preschool Teachers in Africa: A Systematic Scoping Review." International Journal of Learning, Teaching and Educational Research 20, no. 11 (2021): 461–75. http://dx.doi.org/10.26803/ijlter.20.11.25.
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Poor quality preschool teacher training is a significant contributor to children not achieving school readiness. With technological development, electronic and mobile learning offer accessible and affordable options for this training, however, there is a lack of design evidence for the African context. This interdisciplinary education- and computer-science study aims to provide evidence-based recommendations for improving the usability of mLearning modules for preschool teachers in Africa. A scoping review guided by Arksey and O’Malley’s framework, the PRISMA reporting guidelines for scoping reviews, and Levac et al. guidelines, was conducted. Databases searched included Africa Wide Information, ERIC, CIHNAL, and Academic Search Premier. Two researchers completed a blind-review process for article inclusion and framework analysis, using 10 usability attributes with inductive grouping of data under each attribute to form sub-categories. Overlapping themes were coded to formulate usability recommendations within WeftQDA. The search yielded 909 articles and, after title and abstract screening, 123 were selected for full text review. Seventeen articles (n=17) met the inclusion criteria and were included in the final review. All studies included an African partner, and largely included part-time learning for degree purposes and professional development using mLearning, eLearning, and videos. Nineteen recommendations were developed to improve the usability of mLearning training applications for preschool teachers in Africa, with contextual relevance emerging as a new usability attribute. Development of mLearning training modules for preschool teachers in Africa should include user centred design, heuristic evaluation and usability assessment, to ensure the sustainability of both mLearning and change in classroom teaching practices.
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Rodprayoon, Nachayapat, Chompu Nuangjamnon, and Stanislaw Paul MAJ. "Distance Learning – A Potential Opportunity for Thailand." Modern Applied Science 11, no. 11 (2017): 20. http://dx.doi.org/10.5539/mas.v11n11p20.
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Distance learning is a global phenomenon with a wide range of available courses; however concerns exist regarding both course quality and educational standards. Within Australia the further and higher education sectors are highly regulated by the Tertiary Education Quality and Standards Agency and the Australian Skills Quality Authority respectively. All educational providers must meet the appropriate compliance requirements. The Open Universities Australia consortium is a group of eight Australian Universities. This consortium offers 44 undergraduate awards and 127 postgraduate awards; however they are predominantly in disciplines suitable for distance learning. The Engineering Institute of Technology offers a wide range of accredited distance learning courses but to people already in the workforce. Despite the widespread availability of eLearning tools such as mobile learning and well established instructional platforms within Thailand Online Distance Learning (ODL) is not well represented. In order to analyze potential barriers to this mode of learning a group of Thai university students attended a 1.5 hour lecture remotely and feedback was collected. The results clearly demonstrate that within this single cohort there was considerable interest in studying in a distance learning mode.
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Ali Basyah, Nazaruddin. "Pengembangan Praktek Mengajar Pendidikan Kewirausahaan pada Masa Covid-19 Menggunakan Aplikasi Google Classroom." PaKMas: Jurnal Pengabdian Kepada Masyarakat 2, no. 2 (2022): 374–78. http://dx.doi.org/10.54259/pakmas.v2i2.1294.
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The purpose of this activity is to introduce new tools that will help educators to be more effective in learning. In a review of the theory, framework and model of eLearning, Mayes and de Freitas especially that it is important to explain about the assumptions that build e-learning design, they claim that in fact there is no specific model for e-learning, only an improvement of the existing learning model that uses e-learning. technology to achieve better learning outcomes. Google Classroom is one of the free services by Google package within Gsuite for Education. This training was carried out for teachers in the fields of economics and entrepreneurship throughout Aceh online via Zoom meetings. It promotes paperless instruction to streamline tasks, can improve collaboration and communication to make teaching more productive and meaningful. Google Classroom can be easily deployed at the URL classroom.google.com, educators can set up classes in minutes and create content for students. He is also free to school, best in class security is also included at no cost to plan holders. The platform also integrates with other Google tools to help educators provide feedback and track progress to improve performance, it also has a mobile app for easy access anytime and anywhere.
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Noor, Hida Natrah Aziz, Haron Haryani, and Fathiyah Harun Afdallyna. "ICT-supported for participatory engagement within E-learning community." Indonesian Journal of Electrical Engineering and Computer Science 20, no. 1 (2020): 492–99. https://doi.org/10.11591/ijeecs.v20.i1.pp492-499.
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This paper presents ICT-supported for participatory engagement learning within the e-learning community. The selection of effective tools in eLearning is crucial to supports interactive learning and able to achieve of desired learning outcomes. However, the intensity of its usage is not very remarkable; there is a need to understand ICT- supported for learners from the perspectives of participatory engagement. Therefore, integrating suitable technology into e-learning is expected to strengthen learner's engagement within the e-learning community. The objective of the study is to identify technology that could effectively support learners' engagement. This study analyzes the available technology in the market to integrate into e-learning using the technology evaluation process. Interview sessions with experts were held to validated and suggested other technology uses in e-learning. This research is carrying out with three experts (academic staff) of the etechnologies within the University. This study uses semi-structured interviews to captured expert suggestions, knowledge, and expertise about technologies. Understanding learner's requirements toward technology are essential to ensure learners can reap the benefits of technology usage. This study uses a thematical analysis to identify and organize key themes from qualitative data. The result reveals mobile technology, wireless technology, live streaming technology, authoring tool, summative assessment, cloud computing, gamification and Instagram is suitable technologies that support participatory engagement activities..
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Alasmari, Talal. "Artificial Intelligence and M-Learning in Arabic Countries: Innovations, Trends, and Regional Perspectives." International Journal of Interactive Mobile Technologies (iJIM) 19, no. 05 (2025): 170–94. https://doi.org/10.3991/ijim.v19i05.52735.
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This study addresses the significant knowledge gap in understanding the regional dynamics of artificial intelligence (AI) in education within the Arabic countries. It applied a bibliometric analysis of research published on the Scopus database from 2003 to 2024 to map publication trends, collaborative structure, and emerging research themes. The findings indicate that there has been a significant increase in research output since 2018, with a notable shift from general eLearning applications to specialized AI applications, specifically in mobile learning (M-learning) environments. These applications enhance adaptive, personalized, and resilient educational practices. Key findings include the anticipation of ChatGPT’s prominence in 2024 as a research focus, strong cross-country collaborations, especially with Saudi Arabia, and a growing interest in AI applications in higher education. Additionally, the study highlights the research advancements in AI ethics, natural language processing (NLP) in education, and AI-powered M-learning platforms. The study applied Bradford’s and Lotka’s laws to uncover patterns in journal distribution and author productivity, indicating a concentration of research among a core set of journals and authors. However, challenges remain, including the need for increased international collaboration and addressing ethical considerations in AI implementation. The in-depth study provides useful information for researchers, teachers, and policymakers, focusing on how AI can change M-Learning and the need for culturally aware and morally sound methods for incorporating AI into Arabic school systems.
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Kuznetsov, Andrey Andreevich. "New type of learning environment based on a cross-platform learning model: methodology and testing." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2021): 57–75. http://dx.doi.org/10.51314/2073-2635-2021-1-57-75.
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The author presents a multi-component practical study of a new type of electronic educational environment on the example of the author’s cross-platform project Langteach-online, aimed at teaching foreign students Russian. A new type of elearning environment will allow you to create online courses without the use of Western learning management systems, such as LMS Moodle, Schoology, and others with the integration of mobile devices that are trained in the learning process in mixed and distance formats. The methodology of this study will allow creating multidisciplinary online courses for teachers without special training in information technology and programming, which is especially relevant in the context of the Covid-19 pandemic. Russian cross-platform project Langteach-online is used in teaching foreign citizens Russian at the bachelor’s and master’s levels in a number of higher educational institutions of the Russian Federation in order to form a creative professional personality of a foreign graduate. The multi-format of organized tasks and materials (text, video, audio, graphics, presentations) allows us to talk about the possibility of using cross-platform projects of this type not only for teaching practical courses in foreign languages and RFL, but also other disciplines that are taught in schools and higher educational institutions. Training based on this model can be carried out both in blended and distant formats. The system of technical and methodological organization of a cross-platform project has the fexibility to use it inside the personal web resource of a teacher or educational institution.
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Dye, T. D., P. S. Albert, J. Hadley, et al. "“See and learn, not read and learn:” Context analysis and community support for a mobile team eLearning intervention to improve non-communicable disease prevention in Pohnpei State, Micronesia." Annals of Global Health 82, no. 3 (2016): 586. http://dx.doi.org/10.1016/j.aogh.2016.04.542.
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Yanenko, Yaroslav. "ELECTRONIC TESTS IN GAMIFICATION DISCOURSE." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 9 (2020): 193–207. http://dx.doi.org/10.28925/2414-0325.2020.9.16.
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The article deals with peculiarities of modern electronic tests in the gamification discourse. Gamification allows teachers to motivate students and use effective approaches to the organization of the educational process. As a result of the study it was clarified that electronic tests have a number of advantages over paper tests, in particular, this is the presence of a larger number of test options offered to students; automatic check and scoring; convenience of passing the test for students; unlimited possibilities for the teacher to make amendments, changes and additions to electronic tests, etc. More than half of the respondents pointed out the importance of paper saving and the corresponding conservation of forests in the modern world. This indicates the development of students' environmental awareness. It was noted that the majority of respondents pass an electronic test more easily and comfortably, and, on the contrary, have a more serious attitude to a paper test. The advantages of using electronic tests in the eLearning system of Sumy State University are the availability of convenient templates for creating basic types of tests and their editing; automatic calculation by the system of students’ tests results; automatic change of the question and answer sequence options with each new test passing; ensuring the availability of tests or other educational materials for students; ability to use mobile devices for passing tests. The article defines the elements of gamification in electronic tests, among which there are clear rules for passing the test, which students should follow; test results appear on a computer or smartphone screen; there are elements of competition between students taking the test. The influence of modern technical means on gamification of the learning process was noted, in particular, almost a third of respondents noted that passing an electronic test would be more like a game when passing a test on a smartphone.
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Fitzgerald, Rachel, Eliza Rossiter, and T. J. Thompson. "A Personalized Approach to Learning Across Time and Space." European Conference on e-Learning 21, no. 1 (2022): 105–10. http://dx.doi.org/10.34190/ecel.21.1.901.
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In a higher education environment massively disrupted by the pandemic, the importance of exploring the efficacy of purposeful, flexible, online learning is essential. Research shows that blended approaches to learning can be active, flexible, and student-centred. However, this research suggests that without human intervention or a bespoke context, there can also be very poor engagement. As such, this study presents the successes and challenges of introducing a personalised mobile-learning resource in a supported, personalized environment. The resource was designed and developed in 2019 and integrated in 2020 and 2021 into a large (n=200+) communication design class at an Australian university. This paper evaluates the effectiveness of the app using measures drawn from Abdullah & Ward’s (2016) take on the Technology Acceptance Model. Their model, GETAMEL (general extended technology acceptance model for e-learning) measures technology acceptance factors in eLearning such as enthusiasm, self-efficacy, and student enjoyment of technology in relation to contextual purpose. This paper also considers the value of self-directed learning and co-curricular activities in the context of additional learning to support core curriculum. This paper presents an evaluation of student experience drawn from a class-wide survey and analysis of usage data. We conclude that the use of a personalised app fosters an autonomously supportive experience that leads to intrinsic motivation and improves overall learning (Baker & Goodboy, 2018). The app provides additional support for students unable to attend tutorials and enabled students to remain engaged and abreast of the general topics each week and provided some additional prompts about self-directed learning activities they could engage in, that they wouldn’t have otherwise had. Enjoyment, as one of the key factors of the GETAMEL model, was explicitly mentioned by students. While a personalised tool is labour intensive and expensive in cost and time, this study concludes that the rewards regarding student experience make it worthwhile.
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Mills, Keren, Non Scantlebury, and Jo Parker. "Symposium 4: Learning about new tools." Proceedings of the International Conference on Networked Learning 7 (May 3, 2010): 886–93. http://dx.doi.org/10.54337/nlc.v7.9249.
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This paper examines an innovative approach prototyped to deliver staff development at The Open University (OU). The Digilab creative space was built within The Open University Library for staff to engage “hands on” with technologies which have the potential to enhance learning, both for experimentation and for familiarisation. Initially users were encouraged to explore the technologies at their own pace in the Digilab, but a survey of OU staff carried out in 2007 indicated that whilst in the main staff embraced the idea of working with new technologies, many lacked the confidence to tackle using them without support.As such, structured experiential activities to support staff in developing their skills have been developed. ‘Digiquests’ are supported by a mixed team of elearning professionals from academic and academic related backgrounds. These quests require staff to navigate their way through technology themed topics using a variety of accessible devices and immersive environments to support reflective learning, the main objective being maximising hands-on experimentation. The resulting activities form a suite of self paced and collaborative opportunities to encounter some of the key issues, constraints and possibilities for developing technology enhanced experiential learning for learners and practitioners within a safe, informal and neutral space. Shorter, self-paced ‘digibytes’ have also been developed. Participation in Digilab activities is steadily increasing, and in addition to the original aim, of developing the skills of academic staff, a number of additional uses of the space have been realised. Feedback has been positive, indicating that participants appreciate the nature of the space, the opportunity to interact with the technologies provided there, and recognise that the experiences help support new ways of thinking about technology. The Digilab team will continue to work closely with other units to integrate our hands-on activities into the university’s staff development offerings. The Digilab is also increasingly being used by course teams and developers to test course materials on different platforms, such as mobile phones and game consoles, or to explore the integration of technology enhanced learning into course models.
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Tolochko, Svitlana. "Teacher-innovator as an organizer of educational activity in the conditions of student-centered teaching." Academic Notes Series Pedagogical Science 1, no. 189 (2020): 79–84. http://dx.doi.org/10.36550/2415-7988-2020-1-189-79-84.
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The article provides theoretical and methodological analysis, synthesis, generalization for the study of scientific literature on research problems; system-structural (classification, systematization); analytical research method to determine general and individual patterns, development trends and characteristics according to the classification features of teachers’ professiograms in postgraduate pedagogical education, including innovators, functions, principles and technologies are conceptualized. Special aspects of professional training, system of qualities, abilities, knowledge, skills, formedness, readiness, responsibility and correspondence in synergy of formation and development are noted and specified,, types of competencies included in the integral professional and pedagogical competence of educators-innovators are determined. It is stated that a teacher-innovator as a subject of innovative educational activity should be an author, developer, researcher, user, critic and propagandist of new empirical and / or theoretical knowledge, educational technologies, theories, concepts, models, methods, innovative educational programs and concepts. It is established that the main function of a teacher-innovator is to develop an innovative environment to achieve defined and predictable results, act as a tutor to students upon request during independent research work in the process of educational, scientific and cognitive activities. An analysis of innovative technologies in education and science, which have to to confirm teacher's compliance with the innovative mode of educational activities, his creative self-expression, focus on self-improvement, self-education, self-development and ensure a new quality of education. The most important of them are learning through action, adaptive learning, virtual classroom, use of multimedia services, application of infographics, public open online courses, eLearning, mobile, «cloud», synchronous and asynchronous, mixed, inverted, microlearning, self-directed, use of smart technologies, personalization, use of screencasts, use of youtube, application of creative techniques of lateral shift, gamification, consulting support. It is determined that formation of scientific and methodological teacher-innovator’s competence involves his evaluation using the main criteria,namely: novelty, optimality of educational innovations, level of effectiveness and quality, opportunities for creative application of innovation in public experience.