A Brief History of Mobile Seamless Learning

Wong, Lung Hsiang

doi:10.1007/978-981-287-113-8_1

Cited by 52 publications

(29 citation statements)

References 74 publications

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“…The portability of the m-device was exploited by the PSTs for seamless learning (Wong, 2015) across contextual boundaries, extending learning conversations beyond the physical spaces used for staff meetings and campus-based classes, to virtual spaces. Many PSTs reported on the benefits of more customised, closed networks for peer collaboration.…”

Section: Discussion and Future Research Directionsmentioning

confidence: 99%

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

Kearney

Maher

2019

AJET

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Interest in how to use mobile devices to support teaching and learning has increased as technologies have become more sophisticated and ubiquitous. A recent focus in teacher education is the use of mobile devices to support teachers' professional learning networks (PLNs). This study investigates how pre-service teachers (PSTs) use mobile technologies to support different aspects of their PLN activities. The study uses a qualitative methodology, where data from focus group discussions, artefact collection, and participant journals kept by 11 final year PSTs provided nuanced insights into their mobile learning practices. A validated mobile pedagogical framework (Kearney, Schuck, Burden, & Aubusson, 2012) is used to analyse the data. Findings uncover a deeper understanding of exemplary mobile learning approaches in initial teacher education and have implications for effective preparation of PSTs for career-long professional learning.

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Section: Discussion and Future Research Directionsmentioning

confidence: 99%

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

Kearney

Maher

2019

AJET

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“…Kukulska-Hulme (2015) pointed that informal learning played a critical role in language learning and the mobile device ownership promoted its growth. [21] Mobile From this perspective, the teaching methods using mobile technology allow Chinese L2 learners to fulfill their potential through informal learning out of classroom. In other words, mobile learning can supply Chinese L2 learners with sufficient learning resources in different ways within a social setting.…”

Section: Mall Tscl Teachers Teaching Materials Teaching Methodsmentioning

confidence: 99%

The Study of Teaching Chinese as a Second Language Based on Mobile Assisted Language Learning

Cai¹

2016

Proceedings of the 6th International Conference on Electronic, Mechanical, Information and Management Society

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Abstract. With the deepening of globalization and rapid growth of China's economy, more and more people start to learn Chinese all around the world in recent years. Meanwhile, wide application of mobile devices and the rapid development of mobile technology help Chinese L2 (second language) learners to change the traditional approach of learning and turn to use the smartphone, tablet, or other mobile devices to study Chinese. The paper begins with a brief introduction of the development of mobile assisted language learning (MALL), then discusses how to integrate MALL into teaching Chinese as a second language (TCSL) from three aspects of teachers, teaching materials and teaching methods, and presents the significance of teaching Chinese as a second language based on MALL.

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“…A literature review on CSCL has led us to identify several important aspects that contribute to the encouragement of collaboration in online courses. In addition, the use of mobile technologies and gamification in these environments permits diverse learning experiences, facilitating the continuation of learning through different devices . Among the aspects that can be collected in the literature, it is possible to classify these types of variables, functionalities, dynamics, studies and student participation, in three categories called Pedagogical Aspects, Technological Aspects, and Student Aspects.…”

Section: State Of the Artmentioning

confidence: 99%

“…Indeed, the increased use of mobile devices in recent years has led many researchers to suggest a trend toward ubiquitous applications , which provide learning experiences and continuity within context. As for the ubiquity and diversity of devices, according to Wong et al , it is important to take into account concepts such as mobile learning and lifelong learning, which are the idea that students can continue their studies regardless of their location, easily accessing information through their mobile devices . Apart from mobile learning, game based learning examines the study process that is stimulated with the elements that are considered the standard parts of the games (i.e., rewards, point collection, reaching higher levels and achieving high scores in computer games).…”

Section: State Of the Artmentioning

confidence: 99%

MyMOOCSpace: Mobile cloud‐based system tool to improve collaboration and preparation of group assessments in traditional engineering courses in higher education

Ramírez‐Donoso

Pérez‐Sanagustín

Neyem

2018

Comp Applic In Engineering

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Assessments in traditional university courses continue to be an accepted tool for validating the knowledge acquired in the different subjects. It is in this context that students use a variety of practices to prepare assessments and exams appropriately. On the other hand, in recent years, higher education institutions have been using the Massive Open Online Courses (MOOCs) as an alternative to expand and innovate their traditional classroom practices. In this field, some alternatives have been generated in these platforms to extend their functions beyond the courses proposed. MyMOOCSpace is a cloud‐based tool that improves the interaction of students participating in a MOOC course. However, a variation of this tool allows for improved collaboration and preparation of assessments and/or tests for students in a traditional higher education class. This article presents a study using the MyMOOCSpace tool as an alternative to encourage collaboration and preparation of students to take traditional tests or assessments in the field of higher education. To evaluate this application and demonstrate the impact on the results of the evaluations, a case study is presented in which 40 computer engineering students from a Chilean university participated. The results show that MyMOOCSpace generates a positive increase in student interaction regarding the subjects covered in the course, and that it helped them to study and prepare for the final exam of the subject.

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A Brief History of Mobile Seamless Learning

Cited by 52 publications

References 74 publications

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

The Study of Teaching Chinese as a Second Language Based on Mobile Assisted Language Learning

MyMOOCSpace: Mobile cloud‐based system tool to improve collaboration and preparation of group assessments in traditional engineering courses in higher education

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