A Framework of Three Learning Activity Levels for Enhancing the Usability and Feasibility of Wireless Learning Environments

Wang, Hsue Yie; Liu, Tzu Chien; Chou, Chih-Yueh; Liang, J. K.; Chan, Tak Wai; Yang, Stephen J. H.

doi:10.2190/pwme-0h2w-gaeu-ad9p

Cited by 18 publications

(18 citation statements)

References 13 publications

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“…Without addressing the underlying pedagogical beliefs held by university teachers, it is unsurprising -in this scenario -that teachers would merely continue with their usual practices; if university teachers believe their role is to transmit information they will use the online environment to do this. Wang et al (2004) believed that online learning environments would not be effective in supporting student learning if their use was limited to supporting teachers' existing pedagogical beliefs. They perceived that until teachers' pedagogical beliefs were addressed effective online learning is unrealisable.…”

Section: Literature Reviewmentioning

confidence: 99%

Hitting the nail on the head: the importance of specific staff development for effective blended learning

Owens

2012

Innovations in Education and Teaching International

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Developing effective teaching practices within the higher education sector is an area of growing concern. Universities within the UK are judged on their competence in this area by mechanisms such as the National Student Survey and universities are anxious to be perceived as offering good quality teaching and learning experiences. The use of technologies, such as online learning environments, has pervaded many university courses and the teaching 'blend' increasingly relies upon these technologies to contribute towards programme delivery. It is claimed that student learning is supported by these systems; however, many academics remain frustrated with these teaching mediums. This paper reports results from a survey of 529 UK university lecturers who answered questions on their pedagogical beliefs and online teaching practices. The survey found a considerable difference between university lecturers' reported pedagogical beliefs and their actual practices when teaching online and concludes that online learning environments are rarely used effectively to promote student learning and any benefits attributed to their use can, therefore, be assumed to be largely rhetorical. Some student-centred practice was found, however. Those lecturers with teaching qualifications who had received specific training in the use of online learning environments were significantly more likely to use these environments in an effective way. Notably, more general forms of learning and teaching development appeared to contribute little to effective practice in this area. As UK universities face challenging financial constraints, the proportion of the online teaching 'blend' seems likely to increase in order to achieve more cost-effective programmes. The empirical research reported here suggests that in order to ensure that this blend is effective, and promotes student learning, specific pedagogical and technological staff development in this area is vital.

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Section: Literature Reviewmentioning

confidence: 99%

Hitting the nail on the head: the importance of specific staff development for effective blended learning

Owens

2012

Innovations in Education and Teaching International

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“…are needed in a 1 : 1 educational computing classroom. Based on our previous research (Huang et al . 2001; Deng et al .…”

Section: : 1 Digital Classroom Environmentmentioning

confidence: 99%

A few design perspectives on one‐on‐one digital classroom environment

Liang

Liu

Wang

et al. 2005

Computer Assisted Learning

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1 : 1 educational computing refers to a scenario where every student in a group or class uses a computing device equipped with wireless communication capability to conduct a learning task. This paper, drawing from design experiences with our digital classroom environment series and other studies, attempts to describe a few valuable 1 : 1 design perspectives for educational computing inside the classroom. We try to describe the major components of the 1 : 1 digital classroom environment and classify the most important component, student devices, according to a set of features. Furthermore, based on the notion of computing affordance, a set of communication affordances are described. This set underpins three basic educational activities, namely: teacher-directed instruction, small group learning and individual learning. Finally, scenarios are exemplified for a few typical educational computing devices. This study concludes with a discussion of short-and long-term research possibilities.

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“…According to the framework of three learning activity levels [9], the major functions of the IEIS be listed as table 1. …”

Section: Interactive English Instruction Systemmentioning

confidence: 99%

“…In most researches of 1:1 educational computing, 1 One-on-one (1:1) educational computing is a concept discussed in a global network of collaborative researchers (see http://www.g1on1.org). researchers often used already-developed and general purpose computing devices, such as PDA, portable computer, WebPAD and Tablet PC, as students' learning devices to explore the possible support these devices can provide to students' learning and teachers' teaching [1][3][6] [9].…”

Section: Introductionmentioning

confidence: 99%

Integrating wireless technology in pocket electronic dictionary to enhance language learning

Liang

Liu

Wang

et al. 2005

Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05)

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We believe that with regard to the information technology applications in education, one student one computing device will be the future and long-term trend. Many related studies on learning systems have been carried out, from applying the simplest functions of the remote controller to the very powerful capabilities of the Tablet PC. Based on this research spectrum, this study focuses on the improvement of the pocket electronic dictionary, which is a very popular personal device among students to facilitate English learning, to serve as an individual's learning device called English Learning Mobile Device (ELMD). From using it simply to learn English, its functions will be expanded to provide interactions in the classroom. At the same time taking into account the teachers and parents' participation to form a completed English learning scenario. Thus, a learning-centered, classcentered, and interactive-centered wireless technology enhanced language learning environment could be realized in ordinary classroom.

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A Framework of Three Learning Activity Levels for Enhancing the Usability and Feasibility of Wireless Learning Environments

Cited by 18 publications

References 13 publications

Hitting the nail on the head: the importance of specific staff development for effective blended learning

Hitting the nail on the head: the importance of specific staff development for effective blended learning

A few design perspectives on one‐on‐one digital classroom environment

Integrating wireless technology in pocket electronic dictionary to enhance language learning

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