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International Journal of Mobile and Blended Learning最新文献

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Mobile Phones-Assisted Practice and Note-Taking in Foreign Language Oral Production 外语口语生产中的手机辅助练习与笔记
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-04-01 DOI: 10.4018/IJMBL.2021040104
Diana Carolina Durán-Bautista, Sandra Patricia Huertas-Malagón
{"title":"Mobile Phones-Assisted Practice and Note-Taking in Foreign Language Oral Production","authors":"Diana Carolina Durán-Bautista, Sandra Patricia Huertas-Malagón","doi":"10.4018/IJMBL.2021040104","DOIUrl":"https://doi.org/10.4018/IJMBL.2021040104","url":null,"abstract":"In foreign language instruction, students are often exposed to computer-mediated testing in international exams and language courses; however, regular classrooms are not equipped with computer labs to offer a lesson coherent with that testing procedure. To fill this gap, mobile-assisted language learning emerges as a portable option for computer-mediated learning and testing. Hence, this action research aims to study the implementation of mobile phones-assisted practice, combined with note-taking, as test-wise and test-management strategies, to tackle the needs of 218 participants who were taking an English as a foreign language program at a Colombian university. In the diagnostic stage, learners expressed that the most difficult computer-assessed skill was speaking, due to lack of confidence and suitable strategies. Findings revealed an improvement in students' oral performance, collaboration levels, and high acceptance of mobile phones-assisted practice as a test preparation tool that facilitates autonomy, metacognition, and peer-feedback.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"13 1","pages":"51-72"},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70460486","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
Personalized Mobile Learning and Course Recommendation System 个性化移动学习和课程推荐系统
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-01-01 DOI: 10.4018/IJMBL.2021010103
Madhubala Radhakrishnan, A. Akila
{"title":"Personalized Mobile Learning and Course Recommendation System","authors":"Madhubala Radhakrishnan, A. Akila","doi":"10.4018/IJMBL.2021010103","DOIUrl":"https://doi.org/10.4018/IJMBL.2021010103","url":null,"abstract":"Mobile-based learning provides new experience to the learners to learn anything from anywhere and anytime by using their portable or mobile device. Vast educational contents and also different media formats can be supported by the mobile devices. Access speed of those materials has also improved a lot. With this advancement, providing required content or materials in the desired format to the learner is essential to the learning management system. Also, it is very important to guide the learner based on their interest in learning. With this outset, the proposed mobile learning system helps the learners to access different courses under different levels and different specializations. The course contents are in different formats called learning objects (LO). In order to provide personalized learning experience to the learner, the system finds the learner's preferences and selects the desired learning objects. It also recommends some specializations with level to the learners to achieve higher grades.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"1 1","pages":"38-48"},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89199590","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: 8
Design Principles of Mobile Learning Frameworks 移动学习框架的设计原则
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-01-01 DOI: 10.4018/IJMBL.2021010105
Sofia Moya, M. Camacho
{"title":"Design Principles of Mobile Learning Frameworks","authors":"Sofia Moya, M. Camacho","doi":"10.4018/IJMBL.2021010105","DOIUrl":"https://doi.org/10.4018/IJMBL.2021010105","url":null,"abstract":"Numerous studies show positive cognitive and affective results regarding the adoption of mobile learning; however, adoption levels are low, and when mobile learning occurs, it is not always based on innovative pedagogies. The main objective of this study is to identify and analyse key design principles to develop a model for the adoption of mobile learning in education. This research is based on a systematic review of 20 publications. The findings reveal that most of the current studies focus on the adoption of mobile learning and the design and development of systems and applications. Additionally, these are mostly aimed at educators and instructional designers. Finally, the main dimensions that support the theoretical frameworks are the collaborative, social and communicative, contextual and spatial, pedagogical, technological, and strategic dimensions. Based on these findings, this study presents seven design principles for the adoption of mobile learning.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"35 1","pages":"63-80"},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87782986","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
Mobile Learning to Support Computational Thinking in Initial Teacher Education: A Case Study 移动学习在初级教师教育中支持计算思维:一个案例研究
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-01-01 DOI: 10.4018/IJMBL.2021010104
C. Connolly, Raquel Hijón-Neira, Seán Ó Grádaigh
{"title":"Mobile Learning to Support Computational Thinking in Initial Teacher Education: A Case Study","authors":"C. Connolly, Raquel Hijón-Neira, Seán Ó Grádaigh","doi":"10.4018/IJMBL.2021010104","DOIUrl":"https://doi.org/10.4018/IJMBL.2021010104","url":null,"abstract":"Research on the role of mobile learning in computational thinking is limited, and even more so in its use in initial teacher education. Aligned to this there is a need to consider how to introduce and expose pre-service teachers to computational thinking constructs within the context of the subject area they will teach in their future classrooms. This paper outlines a quasi-experimental study to examine the role of mobile learning in facilitating computational thinking development amongst pre-service teachers in initial teacher education. The study enquires if there are significant differences in grades achieved in computational thinking and programming learning when mobile learning is introduced. Findings showed and reaffirmed the positive influence of the mobile applications on the development of computational thinking amongst the pre-service teachers who participated.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"1 1","pages":"49-62"},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88143626","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: 2
A Multi-Stakeholder Perspective of Analytics for Learning Design in Location-Based Learning 基于位置的学习设计分析的多利益相关者视角
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-01-01 DOI: 10.4018/IJMBL.2021010101
Gerti Pishtari, M. Rodríguez-Triana, Terje Väljataga
{"title":"A Multi-Stakeholder Perspective of Analytics for Learning Design in Location-Based Learning","authors":"Gerti Pishtari, M. Rodríguez-Triana, Terje Väljataga","doi":"10.4018/IJMBL.2021010101","DOIUrl":"https://doi.org/10.4018/IJMBL.2021010101","url":null,"abstract":"Promoted by the growing access to mobile devices and the emphasis on situated learning, location-based tools are being used increasingly in education. Multiple stakeholders could benefit from understanding the learning and teaching processes triggered by these tools, supported by data analytics. For instance, practitioners could use analytics to monitor and regulate the implementation of their learning designs (LD), as well as to assess their impact and effectiveness. Also, the community around specific tools—such as researchers, managers of educational institutions, and developers—could use analytics to further improve the tools and better understand their adoption. This paper reports the co-design process of a location-based authoring tool that incorporates multi-stakeholder analytics for LD features. It contributes to the research community through a case study that investigates how analytics can support specific LD needs of different stakeholders of location-based tools. Results emphasise opportunities and implications of aligning analytics and LD in location-based learning.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"8 1","pages":"1-17"},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82195269","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: 5
A Socio-Cultural Approach to Evaluating and Designing Reading Comprehension Apps for Language Learning 语言学习阅读理解应用程序的社会文化评价与设计
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-01-01 DOI: 10.4018/IJMBL.2021010102
Heydy Robles, K. Burden, Karen Villalba
{"title":"A Socio-Cultural Approach to Evaluating and Designing Reading Comprehension Apps for Language Learning","authors":"Heydy Robles, K. Burden, Karen Villalba","doi":"10.4018/IJMBL.2021010102","DOIUrl":"https://doi.org/10.4018/IJMBL.2021010102","url":null,"abstract":"Mobile devices are increasingly promoted as tools to facilitate ubiquitous and individualized learning, allowing learners to work at their own pace in authentic and meaningful settings. However, in the case of second language learning, there is a paucity of apps and tools related to improving students' reading comprehension in both Spanish and English. Additionally, there are few studies that address the evaluation of applications for reading comprehension and innovation in this field and this is required in order to respond to the needs of transformation in language learning teaching. The authors present an original evaluation of 25 English language learning mobile apps using the iPAC app rubric, which identifies the pedagogical features of mobile learning: personalisation, authenticity, and collaboration. The results indicate that many of the existing apps fail to fully exploit the affordances of mobile learning and collaboration in particular. The findings suggest recommendations for app developers to design comprehension apps that address these shortcomings.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"83 1","pages":"18-37"},"PeriodicalIF":1.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73055495","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: 2
Social Presence in Blended Course Forums in the Training of Preservice Teachers 职前教师培训中混合课程论坛的社会存在
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2020-10-01 DOI: 10.4018/IJMBL.2020100102
G. Zilka
{"title":"Social Presence in Blended Course Forums in the Training of Preservice Teachers","authors":"G. Zilka","doi":"10.4018/IJMBL.2020100102","DOIUrl":"https://doi.org/10.4018/IJMBL.2020100102","url":null,"abstract":"Integration of blended learning environments into the learning process of teacher training may lead to the realization of an educational vision of creating a collaborative learning environment, with the aim to develop social-emotional skills and establish a learning community. The research question of this study was: What are the factors that affect social involvement in forums and the perception of threat and challenge of preservice teachers in a blended course? Participating in this mixed-method study were 120 Israeli preservice teachers, who completed a threat/challenge questionnaire and answered open questions. One of the most noteworthy findings was that many students felt a threat reading the posts written by other students, more so than they felt regarding writing their own responses on the forum. Many students noted that the forums allowed them to express their opinions, raise questions, share, enrich, and support. Forums encourage social emotional dialogue, and the giving and receiving of feedback.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"207 1","pages":"17-33"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73008666","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: 8
Developments for Smart Classrooms: School Perspectives and Needs 智能教室的发展:学校的观点和需求
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2020-10-01 DOI: 10.4018/IJMBL.2020100103
Jordi Mogas Recalde, Ramon Palau, Neus Lorenzo Galés, R. Gallon
{"title":"Developments for Smart Classrooms: School Perspectives and Needs","authors":"Jordi Mogas Recalde, Ramon Palau, Neus Lorenzo Galés, R. Gallon","doi":"10.4018/IJMBL.2020100103","DOIUrl":"https://doi.org/10.4018/IJMBL.2020100103","url":null,"abstract":"This paper presents results of a focus group that gathered data from principals of several public schools in Catalonia regarding the educational impact of Industry 4.0 technologies. Conclusions and recommendations are drawn from qualitative analysis with a view to improving smart classrooms via educational innovation. Results show that the schools see development and implementation of technology leveraging Industry 4.0 as necessary for future classrooms, always based on knowledge and pedagogical principles. Furniture, lighting, acoustics, and air quality are parameters that need to be adjusted in a smart classroom. Technologies such as internet of things, artificial intelligence, and big data make it possible to automate these adjustments, with a risk that the economic cost of such developments could create a gap between schools. Further research in other contexts or countries could report slightly different results. Nevertheless, this paper offers a qualified perspective from school principals about what industry should work on in order to develop smart classrooms, and why.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"7 1","pages":"34-50"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85646264","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: 10
The Flipped Classroom's Effect on EFL Learners' Grammar Knowledge 翻转课堂对英语学习者语法知识的影响
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2020-10-01 DOI: 10.4018/IJMBL.2020100105
Cem Bulut, Zeynep Koçoglu
{"title":"The Flipped Classroom's Effect on EFL Learners' Grammar Knowledge","authors":"Cem Bulut, Zeynep Koçoglu","doi":"10.4018/IJMBL.2020100105","DOIUrl":"https://doi.org/10.4018/IJMBL.2020100105","url":null,"abstract":"The flipped classroom method has gained popularity in recent years with the idea that it is possible to use the time spent in classrooms more effectively by simply flipping the passive lecturing parts with the homework exercises. Accordingly, this article investigates the effectiveness of the flipped classroom in teaching grammar to EFL learners. A study was conducted with the participants of two English courses in a vocational school in Turkey. Results indicated that the flipped group achieved higher scores than the non-flipped group and that the difference between two groups was statistically significant. Hence, the factors that lie beneath this improvement are likely to be attributed to the teaching method, which is also supported by the answers given to a flipped classroom perception survey and a focus group interview.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"17 1","pages":"69-84"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80847548","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: 5
Enhancing Student Engagement Using a Blended Learning Approach: Case Studies of First-Year Undergraduate Students 使用混合学习方法提高学生参与度:一年级本科生案例研究
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2020-10-01 DOI: 10.4018/IJMBL.2020100104
M. Mahruf C. Shohel, Rosemary Cann, S. Atherton
{"title":"Enhancing Student Engagement Using a Blended Learning Approach: Case Studies of First-Year Undergraduate Students","authors":"M. Mahruf C. Shohel, Rosemary Cann, S. Atherton","doi":"10.4018/IJMBL.2020100104","DOIUrl":"https://doi.org/10.4018/IJMBL.2020100104","url":null,"abstract":"Student engagement is the core of the teaching and learning practice in higher education. This exploratory action research project was designed to enhance teaching and learning using a blended learning approach to increase student engagement prior, during, and after lecture and seminar sessions of a module run for first-year undergraduate students. Within an academic semester, three action research cycles were carried out to collect data and redesign the classroom practice. Different data collection techniques were used along with Microsoft OneNote Class Notebook. This article presents three case studies of individual students to demonstrate how the digital workspace helped to develop the practice of participatory teaching and learning during a first-year undergraduate module. This study indicates that listening to students' voices through a blended learning approach helped to increase student engagement, thus increasing student participation in shaping and redesigning teaching and learning to engage them within the classroom and beyond.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"73 1","pages":"51-68"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84183866","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: 9
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