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International Journal of Mobile and Blended Learning最新文献

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Designing and Applying a Moodle-Based E-Textbook for an Academic Writing Course 基于moodle的学术写作课程电子教材的设计与应用
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-04-01 DOI: 10.4018/IJMBL.2021040105
Heejin Chang, Scott Windeatt
{"title":"Designing and Applying a Moodle-Based E-Textbook for an Academic Writing Course","authors":"Heejin Chang, Scott Windeatt","doi":"10.4018/IJMBL.2021040105","DOIUrl":"https://doi.org/10.4018/IJMBL.2021040105","url":null,"abstract":"This study explores the use of a Moodle-based electronic textbook (e-textbook) created for an on-campus intensive academic writing course. The role of the e-textbook in facilitating collaborative writing practice and developing academic digital literacy skills as part of a blended learning approach is investigated. The study involved 83 students used the e-textbook over a period of 10 weeks. Data from activities posted on the e-textbook web-site, e-learning journals, course evaluations, and the researchers' field notes and reflections based on classroom observations were analysed to explore 1) student reactions to the materials and the blended learning approach and 2) the effect on student writing practice and the development of academic literacy skills. The results identify practical, pedagogical, and affective aspects of student adaption to the e-textbook materials and to the blended learning approach. The intervention appears to have achieved its major aims, but further investigation is suggested, including of the role played by guidelines for creating e-textbooks.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70460538","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: 6
Effectiveness of Digital Tools to Support Pupils' Reading in Secondary School: A Systematised Review 数字工具支持中学生阅读的有效性:系统回顾
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-04-01 DOI: 10.4018/IJMBL.2021040101
Danlei Chen, G. Macleod
{"title":"Effectiveness of Digital Tools to Support Pupils' Reading in Secondary School: A Systematised Review","authors":"Danlei Chen, G. Macleod","doi":"10.4018/IJMBL.2021040101","DOIUrl":"https://doi.org/10.4018/IJMBL.2021040101","url":null,"abstract":"Engagement with reading falls around the age of 11 or 12, and there is widespread concern with levels of literacy amongst adolescents. Most research examines how digital tools facilitate preschoolers' reading or reading motivation outside school. Less research is conducted in the school context, particularly with older pupils. This article reports a systematised review to investigate the effectiveness of digital tools for supporting reading in secondary schools. Two thousand three hundred ninety-six articles were screened with 10 selected for review. The empirical evidence is examined, definitions of effectiveness, and facilitators and barriers are identified. Findings show the evidence base is varied, but robust; digital tools are effective in motivating adolescents' reading interest, and improving their reading skills and test scores; teachers are key facilitators in the process. Findings are in line with research with younger age-groups suggesting the transferability of research across a wide age-range. Implications for practice and suggestions for developing research in this area are identified.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70460476","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
Business as Usual or Digital Mechanisms for Change?: What Student DLOs Reveal About Doing Mathematics 商业照旧还是数字变革机制?:学生的DLOs揭示了做数学的什么
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-04-01 DOI: 10.4018/IJMBL.2021040102
N. Rosedale, R. Jesson, S. McNaughton
{"title":"Business as Usual or Digital Mechanisms for Change?: What Student DLOs Reveal About Doing Mathematics","authors":"N. Rosedale, R. Jesson, S. McNaughton","doi":"10.4018/IJMBL.2021040102","DOIUrl":"https://doi.org/10.4018/IJMBL.2021040102","url":null,"abstract":"Mathematics classrooms have a long history of what has been termed ‘unidimensional' character: a proclivity for student practice routines and teachers as experts and keepers of knowledge. This study investigates affordances of student-created digital learning objects (SC-DLOs) as transformative, design-for-learning practices in the hands of students. Historical distinctions are drawn between digital learning objects (DLOs) and digital learning artefacts (DLAs) primarily for teacher assessment of student learning. SC-DLOs are conceived as students' design for learning for the peer learning community. Hence, SC-DLOs have additional and different learning potential that aligns with 21st century skill development. A corpus of mathematics SC-DLOs (n=155) were analysed from learner blogs (Year 7-8) in a 1:1 digital initiative in New Zealand. A mixed-methods approach was used to investigate features of students' multimodal design for learning. A framework of implications informs and problematises understandings of transformative digital creation by students in mathematics.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82439486","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
The Affordances of Digital Social Reading for EFL Learners: An Ecological Perspective 数字社交阅读对英语学习者的启示:生态学的视角
IF 1.4
International Journal of Mobile and Blended Learning Pub Date : 2021-04-01 DOI: 10.4018/IJMBL.2021040103
Osman Solmaz
{"title":"The Affordances of Digital Social Reading for EFL Learners: An Ecological Perspective","authors":"Osman Solmaz","doi":"10.4018/IJMBL.2021040103","DOIUrl":"https://doi.org/10.4018/IJMBL.2021040103","url":null,"abstract":"The goal of this study is to illustrate the affordances mediated by digital socio-literacy practices of university-level EFL learners engaging in collaborative reading of texts from an ecological perspective. For this purpose, a total of 38 first-year undergraduate students taking a compulsory EFL course in Turkey participated in the research. Data collected from learners' digital annotations on a digital annotation tool (DAT) and reflective papers were qualitatively analyzed. As a result, the construct of affordance was operationalized in an EFL digital social reading context through indicators derived from learners' annotations. The findings based on student-reported data showed that digital collaborative reading practices had contextual, social, and linguistic affordances for EFL learners. Following the discussion of the findings, the study invites future research to examine L2 learners' practices in a DAT-mediated environment in relation to affordances for specific language areas such as grammar and writing.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84957686","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 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
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