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International Journal of Mobile and Blended Learning最新文献

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Text Chat-Mediated Dynamic Assessment Towards Self-Regulation in Language Learning 通过文本聊天进行动态评估，实现语言学习中的自我调节
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2023-12-18 DOI: 10.4018/ijmbl.335067
W. Udeshinee, Ola Knutsson, S. Männikkö-Barbutiu
{"title":"Text Chat-Mediated Dynamic Assessment Towards Self-Regulation in Language Learning","authors":"W. Udeshinee, Ola Knutsson, S. Männikkö-Barbutiu","doi":"10.4018/ijmbl.335067","DOIUrl":"https://doi.org/10.4018/ijmbl.335067","url":null,"abstract":"Even though the importance of corrective feedback (CF) is widely recognized, there is no agreement on the most effective type of CF for promoting self-regulation. Thus, this study adopts a sociocultural perspective on learning and employs dynamic assessment (DA) as a CF form. DA is considered a theoretically promising approach to CF as it focuses on the learning process rather than the end product. Instead of the common teacher-learner interaction, this study initiates a teacher-learner group interaction with the support of text chat. Text chat helps teachers to cater to all students in the class simultaneously through several chat groups. This longitudinal study was part of an ongoing, university-level three-month English-as-a-second-language course. The findings demonstrate that this collaborative approach facilitates self-regulation through teacher mediation and peer scaffolding, and that the text chat supports implementing DA in the classroom while its features support mediational and reciprocity moves of the DA process.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"81 ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174717","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: 0
Multidisciplinary Educational Design Framework to Facilitate Cross-Boundary Educational Design: Closing Gaps Between Disciplines 促进跨界教育设计的多学科教育设计框架:弥合学科之间的差距
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2023-03-10 DOI: 10.4018/ijmbl.319021
Mirjam Selhorst-Koekkoek, E. Rusman
{"title":"Multidisciplinary Educational Design Framework to Facilitate Cross-Boundary Educational Design: Closing Gaps Between Disciplines","authors":"Mirjam Selhorst-Koekkoek, E. Rusman","doi":"10.4018/ijmbl.319021","DOIUrl":"https://doi.org/10.4018/ijmbl.319021","url":null,"abstract":"The development of multidisciplinary education requires people to communicate, learn, and design beyond the boundaries of their own domains. In this research, an education design framework is developed to facilitate and support university teachers in multidisciplinary educational design. In addition, it serves as an aid to potentially transform domain-specific action-oriented knowledge into domain-integrated action-oriented knowledge by supporting knowledge co-construction across domain boundaries. The educational design framework, grounded in seamless and hybrid learning paradigms and theory on wicked problem solving, is being developed in a design-oriented educational research. This resulted in a multidisciplinary educational design game, which aims to facilitate cross-border communication, knowledge co-construction, and educational design processes during multidisciplinary educational design and improve the quality of the resulting multidisciplinary educational design.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"172 1","pages":"1-18"},"PeriodicalIF":1.4,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79469893","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: 0
The Conceptual Framing, Design, and Development of Mobile-Mediated Professional Development for Primary Mathematics Teachers 小学数学教师移动媒介专业发展的概念框架、设计与发展
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2023-03-03 DOI: 10.4018/ijmbl.319022
A. Qazi, F. Mtenzi
{"title":"The Conceptual Framing, Design, and Development of Mobile-Mediated Professional Development for Primary Mathematics Teachers","authors":"A. Qazi, F. Mtenzi","doi":"10.4018/ijmbl.319022","DOIUrl":"https://doi.org/10.4018/ijmbl.319022","url":null,"abstract":"This paper examines the design and development of a mobile-mediated professional development program for primary school teachers. It explores learning design frameworks and strategies to offer effective, 24/7, anywhere-anytime PD using mobile technology. The study highlights the significance of design requirements and best practices in mobile-mediated TPD, and presents a conceptual framework incorporating various pedagogical/andragogic approaches and instructional design possibilities enabled by mobile technology. The framework is based on the integrative learning design framework (ILDF), CSAM, RASE, Keller's ARCS, and TPACK framework. The resulting framework enacts evidence-informed and theory-led models, and best practices to cater to instructional design requirements for creating meaningful mobile-based learning experiences for teachers.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"7 1","pages":"1-19"},"PeriodicalIF":1.4,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75486224","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: 1
Teachers as Augmented Reality Designers: A Study on Italian as a Foreign Language - Teacher Perceptions 教师作为增强现实设计师:对外意大利语教师认知研究
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2023-03-03 DOI: 10.4018/ijmbl.318667
Martina Manna
{"title":"Teachers as Augmented Reality Designers: A Study on Italian as a Foreign Language - Teacher Perceptions","authors":"Martina Manna","doi":"10.4018/ijmbl.318667","DOIUrl":"https://doi.org/10.4018/ijmbl.318667","url":null,"abstract":"As an emergent technology augmented reality (AR) demonstrated a plethora of advantages in foreign language education, promoting motivation, memorization of contents, as well as contextualized learning. However, the majority of teachers are unfamiliar with AR, and their role as designers and facilitators requires further investigation. Moreover, English is the most explored target language, and the study of AR for the teaching of Italian as a foreign language (TIFL) is limited. Therefore, the investigation explored the perceptions of educators on the experience of designing and implementing mobile AR (MAR) for TIFL. In line with other studies, findings showed that, according to teacher perceptions, MAR can promote the overall learning process. However, the study highlighted issues like the availability of open-source MAR platforms and materials specifically designed for language educators. Moreover, the need of ongoing teacher training as well as possible economical and infrastructural limitations in specific social contexts must be considered, before implementing AR on a large-scale.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"21 1","pages":"1-16"},"PeriodicalIF":1.4,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87026244","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: 3
Pe(e)rfectly Skilled: Underpinnings of an Online Formative Assessment Method for (Inter)active and Practice-Based Complex Skills Training in Higher Education (HE) (e)充分熟练:高等教育(HE)中(相互)主动和基于实践的复杂技能培训的在线形成性评估方法的基础
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2023-02-24 DOI: 10.4018/ijmbl.318646
E. Rusman, R. Nadolski
{"title":"Pe(e)rfectly Skilled: Underpinnings of an Online Formative Assessment Method for (Inter)active and Practice-Based Complex Skills Training in Higher Education (HE)","authors":"E. Rusman, R. Nadolski","doi":"10.4018/ijmbl.318646","DOIUrl":"https://doi.org/10.4018/ijmbl.318646","url":null,"abstract":"Higher education is faced with the question of how large numbers of students can be supported to learn complex skills without increasing teachers' supervision time proportionally and while preserving, or preferably improving, quality. Just practicing skills once does not work. Students need repetitive practice, feedback, and structured support to master a skill. They need to gain insight into what went well and what could be improved so that they can further direct their attention while practicing. However, teachers cannot provide feedback on every practice session of students, as their time is scarce. To solve this problem, an online formative assessment method for interactive and practice-oriented skills' training, Pe(e)rfectly Skilled, was developed that provides structured support for self-regulation, goal setting, feedback, and reflection. This method affords practicing skills repetitively, both individually and collaboratively, at students' own time, pace, and place. In this article, theoretical and practical underpinnings underlying the Pe(e)rfectly Skilled method are described.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"25 1","pages":"1-14"},"PeriodicalIF":1.4,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72893193","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: 0
An M-Learning Model in the Context of the Blended Synchronous Learning Environment: A Pilot Study 混合同步学习环境下的移动学习模式:一项试点研究
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2023-02-16 DOI: 10.4018/ijmbl.318243
Jun Xiao, Zhujun Jiang
{"title":"An M-Learning Model in the Context of the Blended Synchronous Learning Environment: A Pilot Study","authors":"Jun Xiao, Zhujun Jiang","doi":"10.4018/ijmbl.318243","DOIUrl":"https://doi.org/10.4018/ijmbl.318243","url":null,"abstract":"Mobile learning provides more flexibility and holds considerable promise for improving the learning process and promoting lifelong learning. In order to reduce the sense of isolation felt by the learners, this research integrates mobile learning in the blended synchronous learning environment (BSLE). This study proposed a mobile learning model in BSLE at Shanghai Open University, and 51 students' satisfaction and engagement surveys were examined. The results showed that student satisfaction with instruction and with interaction can significantly predict behavioral engagement, while satisfaction with instruction and with technology can significantly predict psychological engagement. The findings prove that the mobile learning mode in the blended synchronous learning environments is effective and contributes to the predictors of student engagement. Thus, it can provide some insights to construct a more flexible and effective learning space.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"29 1","pages":"1-16"},"PeriodicalIF":1.4,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80730175","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: 0
Providing Students With Mobile Access to an Assessment Platform: Lessons Learned 为学生提供移动访问评估平台:经验教训
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2023-02-16 DOI: 10.4018/ijmbl.318224
A. Hamzah, Sergey Sosnovsky
{"title":"Providing Students With Mobile Access to an Assessment Platform: Lessons Learned","authors":"A. Hamzah, Sergey Sosnovsky","doi":"10.4018/ijmbl.318224","DOIUrl":"https://doi.org/10.4018/ijmbl.318224","url":null,"abstract":"The growing ubiquity, rich functionality, and relative affordability of mobile devices have been seen as opportune factors for implementing mobile learning solutions that can be used in a variety of contexts and domains. Plenty of successful mobile educational applications have been built. This paper describes an attempt to build on this success. The authors have investigated the use of mobile devices by students accessing assessment and self-assessment quizzes in the context of a university course. Two experiments were conducted with undergraduate students. The results of the first experiment were not successful, and initially, very few students used mobile devices. After several adjustments, during the second experiment, the usage of the system increased. However, the numbers were still much lower when compared to desktop access. This paper reports an investigation into the lack of mobile usage of the developed platform despite the educational affordances brought by mobile devices.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"17 1","pages":"1-16"},"PeriodicalIF":1.4,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81239661","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: 0
The Effect of Self-Regulated Learning in Online Professional Training 自主学习在网络职业培训中的作用
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2023-02-16 DOI: 10.4018/ijmbl.318225
Qiwei Men, B. Gimbert, D. Cristol
{"title":"The Effect of Self-Regulated Learning in Online Professional Training","authors":"Qiwei Men, B. Gimbert, D. Cristol","doi":"10.4018/ijmbl.318225","DOIUrl":"https://doi.org/10.4018/ijmbl.318225","url":null,"abstract":"With the rapid expansion of mobile, blended, and seamless learning, researchers claim two factors, lack of self-discipline and poor time management, adversely impact learning performance. In online educational environments, reduced social interactions and low engagement levels generate high dropout rates. Self-regulated learning (SRL), the individual ability to check progress toward a goal and manage learning behavior, appears critical to adult online learning success. Clickstream data can observe, record, and evaluate patterns of users' real-time learning behavior in an online learning environment. Linking clickstream data with performance outcomes allows researchers to assess online learning behaviors and academic performance. The guiding research question was: Are students who apply SLR strategies more likely to demonstrate mastery of knowledge and skills in a self-directed e-learning context? Clickstream data and performance measures were analyzed to explore whether task and cognitive conditions influence how SLR strategies are applied in online training.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"23 1","pages":"1-17"},"PeriodicalIF":1.4,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77910733","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: 0
Affective Support for Self-Regulation in Mobile-Assisted Language Learning 移动辅助语言学习中自我调节的情感支持
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2023-02-16 DOI: 10.4018/ijmbl.318226
Olga Viberg, A. Kukulska-Hulme, Ward Peeters
{"title":"Affective Support for Self-Regulation in Mobile-Assisted Language Learning","authors":"Olga Viberg, A. Kukulska-Hulme, Ward Peeters","doi":"10.4018/ijmbl.318226","DOIUrl":"https://doi.org/10.4018/ijmbl.318226","url":null,"abstract":"Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs, attitudes, and emotions, has been shown to influence learners' cognitive processes, performance, and engagement considerably, and is therefore critical to promote and foster throughout the learning process. This paper defines the importance of supporting affect in MALL, sets out a theoretical perspective on supporting affective self-regulation in MALL, and elaborates on what designers and teachers can do to facilitate affective development through the use of mobile technology, learning analytics, and artificial intelligence. It examines and further delineates the role of affective computing and the role of the teacher in fully harnessing the affective affordances of MALL.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"1 1","pages":"1-15"},"PeriodicalIF":1.4,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91143721","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: 0
The Effect of Social Support Features via Buddies in App-Based Habit Building 基于应用的习惯养成中好友社交支持功能的影响
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2023-02-16 DOI: 10.4018/ijmbl.318223
Daniel Biedermann, Patrick Oliver Schwarz, J. Yau, H. Drachsler
{"title":"The Effect of Social Support Features via Buddies in App-Based Habit Building","authors":"Daniel Biedermann, Patrick Oliver Schwarz, J. Yau, H. Drachsler","doi":"10.4018/ijmbl.318223","DOIUrl":"https://doi.org/10.4018/ijmbl.318223","url":null,"abstract":"App-based habit building has been shown to be a good tool for forming desired habits; however, it is unclear how much individual features that are present in many apps contribute to the success of habit building. In this paper, the authors consider the influence of social support features by developing an app in which habit progress was shared with peers – 'buddies' in the app. In the study, 38 participants created habits and monitored their progress regularly with the app over three weeks. The participants were divided into a control group without a 'buddy' and a treatment group cohort in which they were assigned to buddies based on their desired habits. With each habit repetition, the app gave feedback on the number of repetitions and the automaticity of the user's habit. The results obtained show that the reproduction of app-based intentional habit building is effective and that automaticity could be predicted by habit repetition.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"28 1","pages":"1-12"},"PeriodicalIF":1.4,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85076297","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: 0
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