A knowledge engineering approach to developing e‐libraries for mobile learning

Chu, Hui‐Chun; Hwang, Gwo‐Jen; Huang, Shu‐Xian; Wu, Ting‐Ting

doi:10.1108/02640470810879464

Cited by 89 publications

(49 citation statements)

References 36 publications

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“…In the near future, several relevant studies are going to be proceeded, including the development of a mobile version of the blog system to assist the students to learn in an authentic learning environment (Chu, Hwang, Huang, & Wu, 2008). In addition, various group learning activities for different courses will be designed and conducted by applying the innovative approach.…”

Section: Responsementioning

confidence: 99%

An innovative approach for promoting information exchanges and sharing in a Web 2.0-based learning environment

Hwang

Tsai

Chen

2009

Interactive Learning Environments

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Although Web 2.0 technologies have been recognized as effective means of conducting group learning activities, a critical and challenging issue of Web 2.0-based learning is the lack of mechanisms for promoting information exchanges and sharing among participating students. To cope with this problem, an intelligent blog system is proposed in this article to assist teachers in conducting group learning activities on the Internet. In this system, a promotion mechanism is provided to encourage the exchanging and sharing of information and learning resources by collecting and analyzing the frequently asked questions and the historical contents selected from relevant discussion forums. On the basis of the experimental results, the system is proven to be able to fulfill the need of the students and the teachers and also very helpful for enhancing students' learning efficacy.

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Section: Responsementioning

confidence: 99%

An innovative approach for promoting information exchanges and sharing in a Web 2.0-based learning environment

Hwang

Tsai

Chen

2009

Interactive Learning Environments

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“…While, it is agreed that anxiety will play a role in the adoption of users of mobile technology, its role has yet to be tested empirically (Chu, Hwang, Huang, & Wu, 2008).…”

Section: The Teacher Mobile Learning Adoption Modelmentioning

confidence: 99%

Factors Impacting Teachers’ Adoption of Mobile Learning

2014

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As mobile technology has advanced, awareness is growing that these technologies may benefit teaching and learning. However, despite this interest, the factors that will determine the acceptance of mobile technology by lecturers have been limited. This study proposed and tested a new model that extends the technology acceptance model (TAM) with three new variables: digital literacy, ICT anxiety, and ICT teaching self-efficacy.The TAM models the adoption of new technology based on measuring a users' beliefs and attitudes to the technology. In particular, the TAM states that two factors influence a user's use and perception of new technology. The first factor, perceived usefulness, is the degree to which a person believes that a particular technology will be beneficial to their lives. The second factor, perceived ease of use, is the measure of the degree an individual believes a particular technology is free from effort.Research has shown that a large portion of lecturers still resists the integration of technology into the classroom. Two aspects, in particular, have been consistently found to impact lecturers' adoption of technology. The first aspect shown to influence the adoption of new technology is the beliefs held by the lecturers. Specifically, it is the perceived value of the new technology (perceived usefulness) and perceived effort needed to learn to use the new technology (perceived ease of use) that have been established as playing a major role in the adoption of technology. The second major aspect seen to influence adoption is the skill of lecturers to use digital technology (referred to as digital literacy) and the skill needed to integrate it into their teaching (teaching selfefficacy).The new model that was proposed and tested measured the impact of digital literacy, ICT anxiety, and ICT teaching self-efficacy, along with the well established factors of perceived usefulness and perceived ease of use, on lecturer' acceptance of mobile learning. A survey was used to measure the major variables in this study. The research found that Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission. This research has added to and clarified the existing literature into mobile learning. In particular, it recognizes the role that lecturers play in the future acceptance of mobile learning. It shows that the factors that influence lecturers' adoption of mo...

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“…In the matrix, the columns represent elements and the rows represent constructs. An element can be a decision to be made, an object to be identified, or a concept (Chu, Hwang, Huang, & Wu, 2008). A construct consists of a trait and the opposite of that trait.…”

Section: Repertory Grid Technologymentioning

confidence: 99%

A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students’ Learning Performance in Science Courses

Hsiao

Chen

Hong

et al. 2017

EURASIA J MATH SCI T

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A five-stage prediction-observation-explanation inquiry-based learning (FPOEIL) model was developed to improve students' scientific learning performance. In order to intensify the science learning effect, the repertory grid technology-assisted learning (RGTL) approach and the collaborative learning (CL) approach were utilized. A quasi-experimental design study was conducted to examine whether the students who used the FPOEIL model only had better learning performances than those who used FPOEIL with RGTL or CL. This study adopted purposive sampling, selecting 123 fourth grade students. The experimental process was conducted during five weeks. It was found that the FPOEIL model improved the students' learning performance. Moreover, the low prior knowledge students who learned science using FPOEIL with RGTL or CL had better learning performances than those who learned using the FPOEIL model only, and the effectiveness showed no significant differences between the low prior knowledge students and the high prior knowledge students. Using the FPOEIL model, the positive effects were intensified in the continuous inquiry-based learning activities and feedback-correction process for the students learning science. The RGTL approach helped the students find, remember, and comprehend scientific knowledge. In the CL process, the students spent more time discussing how to integrate clues to answer the science question.

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A knowledge engineering approach to developing e‐libraries for mobile learning

Cited by 89 publications

References 36 publications

An innovative approach for promoting information exchanges and sharing in a Web 2.0-based learning environment

An innovative approach for promoting information exchanges and sharing in a Web 2.0-based learning environment

Factors Impacting Teachers’ Adoption of Mobile Learning

A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students’ Learning Performance in Science Courses

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