J. Educ. Technol. Soc.最新文献

Review of Mobile Learning Trends 2010-2015: A Meta-Analysis 回顾移动学习趋势2010-2015:元分析

J. Educ. Technol. Soc. Pub Date : 2017-04-01 DOI: 10.6084/M9.FIGSHARE.4822246.V1

{"title":"Review of Mobile Learning Trends 2010-2015: A Meta-Analysis","authors":"","doi":"10.6084/M9.FIGSHARE.4822246.V1","DOIUrl":"https://doi.org/10.6084/M9.FIGSHARE.4822246.V1","url":null,"abstract":"Introduction With the advent of mobile technologies, new paradigm of teaching and learning with technology aid had been emerged, that is mobile learning (M-Learning). Mobile technologies purvey opportunities to hold new and interesting methods of teaching and learning, both beyond and inside the classroom. Apropos to the teaching-learning process, the integration of mobile devices into educational context has considerable benefits and profoundly potential which consistence with Valero et al. (2012) who claimed that the technological features of M-Learning are portability, immediacy, connectivity, ubiquity and adaptability. It enables collaboration among pupils, knowledge creation, information searching and improved interaction and communication between teacher and student. Moreover, it facilitates access to learning anytime and anywhere by enabling connectivity and the employ of multiple apps for educational purposes (Fundacion Telefonica, 2013). In short, M-Learning has been recognized as one of the most influential technologies for education (Johnson, Adams, & Cummins, 2012). Therefore, this paper intends to provide insights into the research trends and issues in the studies of M-Learning through content analysis of selected journals from January, 2010 to December, 2015, covering six major journals: (1) Computer & Education (CE Keengwe, 2014) that integrates several software and firmware technology in multimedia applications (Lavin-Mera et al., 2008) which facilitate learning through a variety of wireless mobile devices (Kukulska-Hulme, 2005; Stevens & Kitchenham, 2011) using wireless networks (WiFi) or broadband services (Caudill, 2007) without limit in terms of location or time. (Kukulska-Hulme, 2005; Hussin et al., 2012; Quinn, 2000). Furthermore, Keegan (2002) contemplates the possibility of M-Learning as a harbinger of the future of learning. M-Learning research The use of mobile devices for educational purposes, recognized as M-Learning has gained substantial attention from researchers in the technology-enhanced learning discipline. Recent research findings on using mobile devices in different learning environments have exemplified their ability to effectively enhance students' learning knowledge. …","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"1 1","pages":"113-126"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84226492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 103

Book Review: Research on E-Learning and ICT in Education 书评:教育中的电子学习和信息通信技术研究

J. Educ. Technol. Soc. Pub Date : 2013-01-01 DOI: 10.1007/978-3-319-95059-4

M. Khine

引用次数: 8

Information Literacy Training in Public Libraries: A Case from Canada 公共图书馆信息素养培训:以加拿大为例

J. Educ. Technol. Soc. Pub Date : 2011-04-01 DOI: 10.1115/1.802977.paper218

H. Lai

{"title":"Information Literacy Training in Public Libraries: A Case from Canada","authors":"H. Lai","doi":"10.1115/1.802977.paper218","DOIUrl":"https://doi.org/10.1115/1.802977.paper218","url":null,"abstract":"The purpose of this study was to explore the current state of information literacy (IL) training and to identify the strategies and methods used by Canadian public libraries in improving IL skills for their staff and patrons. Also, the study sought to identify problems associated with the development of IL training. This study employed document analysis, observations, and focus group interviews to collect research data. The focus group interview consisted of six library staff members. The research findings revealed that Canada’s public libraries valued their roles as IL training providers and paid careful attention to staff development by offering various training approaches in order to provide efficient IL instruction for the public. Another issue explored in this study is that Canadian public libraries build partnerships with other organizations to extend their IL teaching responsibilities. In addition to the financial concern, a major challenge, based on the research findings, is that public libraries need to let their staff understand the learning theories associated with IL education and adult learning in order to enhance the quality of this training. This study also proposes four guidelines for developing effective IL trainings at public libraries.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"59 1","pages":"81-88"},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84781690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 33

A Systematic Approach for Learner Group Composition Utilizing U-Learning Portfolio 基于u -学习组合的学习者群体组成系统方法

J. Educ. Technol. Soc. Pub Date : 2010-11-11 DOI: 10.1049/CP.2010.0563

Yueh-Min Huang, Ting-Ting Wu

{"title":"A Systematic Approach for Learner Group Composition Utilizing U-Learning Portfolio","authors":"Yueh-Min Huang, Ting-Ting Wu","doi":"10.1049/CP.2010.0563","DOIUrl":"https://doi.org/10.1049/CP.2010.0563","url":null,"abstract":"Context-aware ubiquitous learning environment, which embeds various ubiquitous computing technologies, allows applications to acquire diverse learning behaviors of each u-learner. Those behaviors that were collected and recorded by the u-learning system can be quite useful to enhance the analysis of learner characteristics which can be utilized to distinguish and group learners for further instruction strategy design, for instance, a ubiquitous collaborative learning strategy. This needs a systematical method to analyze learner behaviors and utilize learner characteristics for the group composition. This paper attempts to propose an effective learner grouping scheme which contains processes of the transformation from uportfolio to our proposed Portfolio Grid, the creation of learner similarity matrix, and the group composition. The aim of this paper is to propose a systematical manner of dividing learners into groups based on the analysis of previously collected u-learning portfolios. The analysis outcome, which has implied the similarity of various behaviors of learners, will facilitate obtaining an expected grouping result for the use of further learning activities such as ubiquitous collaborative learning and team working.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"1 1","pages":"102-117"},"PeriodicalIF":0.0,"publicationDate":"2010-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86508452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 58

Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base (Book Review) 教学设计理论与模型，第三卷:建立一个共同的知识基础(书评)

J. Educ. Technol. Soc. Pub Date : 2010-01-01 DOI: 10.4324/9780203872130

C. Ives

引用次数: 170

Affective Transitions in Narrative-Centered Learning Environments 以叙事为中心的学习环境中的情感转换

J. Educ. Technol. Soc. Pub Date : 2008-06-23 DOI: 10.1007/978-3-540-69132-7_52

Scott W. McQuiggan, J. Robison, James C. Lester

引用次数: 104

Ontologies for Effective Use of Context in e-Learning Settings 在电子学习设置中有效使用上下文的本体

J. Educ. Technol. Soc. Pub Date : 2008-02-26 DOI: 10.19173/IRRODL.V9I1.531

J. Jovanović, D. Gašević, C. Knight, Griff Richards