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International Journal of Mobile and Blended Learning最新文献

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Bibliometric Analyses of the Impact of Pedagogical Agents on Learning 教学代理对学习影响的文献计量分析
IF 0.9
International Journal of Mobile and Blended Learning Pub Date : 2024-07-16 DOI: 10.4018/ijmbl.346976
Liyan Liu, Shujuan Yan, Xinjie Deng, Zhonggen Yu
{"title":"Bibliometric Analyses of the Impact of Pedagogical Agents on Learning","authors":"Liyan Liu, Shujuan Yan, Xinjie Deng, Zhonggen Yu","doi":"10.4018/ijmbl.346976","DOIUrl":"https://doi.org/10.4018/ijmbl.346976","url":null,"abstract":"With the rapid development of artificial intelligence, many applications have emerged, sparking heated discussions across various social sectors, particularly in education. This study aims to delve into the impact of pedagogical agents on learning through a combined use of VOSviewer and CitNetExplorer. Specifically, VOSviewer will facilitate a quantitative analysis, identifying top-cited authors, organizations, countries, co-cited authors, and frequently occurring keywords within the citation network. Meanwhile, CitNetExplorer will undertake a qualitative exploration, anticipated to reveal how visual stereotypes and emotional factors of pedagogical agents substantially impact learners' outcomes. This study lays the groundwork for further investigations into optimizing pedagogical agents' parameters to align with educational goals and promote their integration into instructional practices.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141642503","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
Differential Reactions of Urban and Rural Teachers to Blended Learning 城市和农村教师对混合式学习的不同反应
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2024-02-07 DOI: 10.4018/ijmbl.337492
Lin Wang, Muhd Khaizer Omar, Noor Syamilah Zakaria, Nurul Nadwa Zulkifli
{"title":"Differential Reactions of Urban and Rural Teachers to Blended Learning","authors":"Lin Wang, Muhd Khaizer Omar, Noor Syamilah Zakaria, Nurul Nadwa Zulkifli","doi":"10.4018/ijmbl.337492","DOIUrl":"https://doi.org/10.4018/ijmbl.337492","url":null,"abstract":"The COVID-19 pandemic has provided an opportunity for implementing blended learning in Chinese secondary schools. However, teachers have encountered several problems and challenges with the new pedagogical paradigm. Therefore, this study aims to identify the factors influencing the implementation of blended learning in urban and rural secondary schools from the perspective of secondary school teachers and to examine the teachers' different responses to these factors. Interview data were collected from 13 secondary school teachers in Guangdong Province, China. The findings identify seven factors influencing the implementation of blended learning from the teachers' perspective, including blended learning curriculum design, teaching resources, teaching ability, teacher-student interactive behavior, teacher motivation, students' ability, and workload. The distinct differences between urban and rural teachers' responses to the aforementioned influential factors provide a reference for the government and schools to establish a moderating mechanism for blended learning implementation.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139856463","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
Differential Reactions of Urban and Rural Teachers to Blended Learning 城市和农村教师对混合式学习的不同反应
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2024-02-07 DOI: 10.4018/ijmbl.337492
Lin Wang, Muhd Khaizer Omar, Noor Syamilah Zakaria, Nurul Nadwa Zulkifli
{"title":"Differential Reactions of Urban and Rural Teachers to Blended Learning","authors":"Lin Wang, Muhd Khaizer Omar, Noor Syamilah Zakaria, Nurul Nadwa Zulkifli","doi":"10.4018/ijmbl.337492","DOIUrl":"https://doi.org/10.4018/ijmbl.337492","url":null,"abstract":"The COVID-19 pandemic has provided an opportunity for implementing blended learning in Chinese secondary schools. However, teachers have encountered several problems and challenges with the new pedagogical paradigm. Therefore, this study aims to identify the factors influencing the implementation of blended learning in urban and rural secondary schools from the perspective of secondary school teachers and to examine the teachers' different responses to these factors. Interview data were collected from 13 secondary school teachers in Guangdong Province, China. The findings identify seven factors influencing the implementation of blended learning from the teachers' perspective, including blended learning curriculum design, teaching resources, teaching ability, teacher-student interactive behavior, teacher motivation, students' ability, and workload. The distinct differences between urban and rural teachers' responses to the aforementioned influential factors provide a reference for the government and schools to establish a moderating mechanism for blended learning implementation.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139796758","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
Exploring Students' Perspectives on the Implementation of a Self-Organised Learning Environment 探索学生对实施自主学习环境的看法
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2024-01-17 DOI: 10.4018/ijmbl.336473
S. Almalki
{"title":"Exploring Students' Perspectives on the Implementation of a Self-Organised Learning Environment","authors":"S. Almalki","doi":"10.4018/ijmbl.336473","DOIUrl":"https://doi.org/10.4018/ijmbl.336473","url":null,"abstract":"This critical participatory action research explored undergraduate female Saudi students' perspectives on the implications of a self-organised learning environment (SOLE) via their mobile devices. Data was gathered from interviews and focus groups using a convenience sample of 27 undergraduate students and the researcher's reflective journals. The proposed intervention gave students opportunities for engagement and enhanced a spirit of cooperation, which led to the students enjoying their classes. Furthermore, SOLE encouraged the students to evaluate their ideas before posting them. Participating in SOLE helped the students to understand and recall the relevant course content. However, some challenging aspects, e.g., misleading information, emerged during the study's first phase, along with some technical issues.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139616491","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
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
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