A review of the types of mobile activities in mobile inquiry-based learning

Surez, ngel; Specht, Marcus; Prinsen, Fleur; Kalz, Marco; Ternier, Stefaan

doi:10.1016/j.compedu.2017.11.004

Cited by 133 publications

(126 citation statements)

References 94 publications

(152 reference statements)

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“…In general, this includes the areas of materials, operations, instruction, demoing, etc. Based on the Suárez, Specht, Prinsen, Kalz, and Ternier's (2018) study, there is a continuum of direct instruction and guidance that works on different levels (location guidance, procedures, and meta-cognition). According to the definition of procedural guidance on IBL by Suárez et al (2018), the direct instruction through procedural guidance helps the learner carry out an activity or process, and helps learners in executing and auto-matizing step-by-step processes (Suárez et al, 2018) that are available in this study.…”

Section: Out-of-classroom Inquiry Learningmentioning

confidence: 99%

“…Based on the Suárez, Specht, Prinsen, Kalz, and Ternier's (2018) study, there is a continuum of direct instruction and guidance that works on different levels (location guidance, procedures, and meta-cognition). According to the definition of procedural guidance on IBL by Suárez et al (2018), the direct instruction through procedural guidance helps the learner carry out an activity or process, and helps learners in executing and auto-matizing step-by-step processes (Suárez et al, 2018) that are available in this study. For example, in Hsiao, Chang, Lin, and Wang (2016) and Suarez, Ternier, Kalz, and Specht (2015), learners received question-guided instruction in order to help them during the data collection process and with data analysis.…”

Section: Out-of-classroom Inquiry Learningmentioning

confidence: 99%

“…Regarding the guidance of procedure, the learners do have more autonomy in finishing their project. However, their control over actions, strategies, and goals is limited by this step-by-step guidance (Suárez et al, 2018). For example, with regards to brainstorming for potential topics for capstone projects, teachers guide students to have a personal appreciation for the topic through relevant elements in their daily life to stimulate their motivation for learning and use the capstone as a means to take students move beyond the confines of their schools to enter the real market (i.e., communities, stores, and so forth), so that students can see for themselves and discover market demand before they apply the knowledge they have learned to resolve the problem in the market.…”

Section: Out-of-classroom Inquiry Learningmentioning

confidence: 99%

“…Second, this study highlights the importance of practical-problem-solving in IBL. In previous works, the setting of IBL aspires to engage students in an authentic scientific discovery process (Suárez et al, 2018). From a pedagogical perspective, the complex scientific process is divided into smaller, logically connected units that guide students and draw attention to important features of scientific thinking (Pedaste et al, 2015).…”

Section: Implications Theoretical Implicationsmentioning

confidence: 99%

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2017

UCER-A

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In capstone curriculums at the senior high school stage of technical high schools, capstone projects are required for students to produce the final product in the end of class. This study was designed to explore the effect of applying an inquiry-based learning (IBL) teaching strategy into capstone projects (CP-IBL) to promote students' inquiry ability and creative thinking. Students in two classes of a three-year major in electrical engineering participated.One class was assigned to an experimental group that was facilitated by a CP-IBL strategy emphasizing inquiry ability and creative thinking, while in the control group was taught with a traditional lecturing approach. There were seven stages used, including engagement, question, design, discussion, production, evaluation, and revision as the main framework for the experimental group, which was implemented in CP-IBL. Using a quasi-experimental research approach, ANCOVA analyses of abilities measures pre-and post-teaching showed inquiry ability and creative thinking of the experimental groups was significantly better than that of the control group.Keywords: inquiry-based learning (IBL), capstone project, quasi-experiment design, creative thinking ability, inquiry ability, IBL embedded in capstone project (CP-IBL) Several quantitative studies support the effectiveness of IBL as an instructional approach. Furtak, Seidel, Iverson, and Briggs (2012), for example, incorporated studies by using a broad range of terms to describe IBL (e.g., mastery learning and constructivist teaching); they reported an overall mean effect size of 0.50 in favor of the inquiry approach over traditional instruction. A meta-analysis by Alfieri, Brooks, Aldrich, and Tenenbaum

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Section: Out-of-classroom Inquiry Learningmentioning

confidence: 99%

Section: Out-of-classroom Inquiry Learningmentioning

confidence: 99%

Section: Out-of-classroom Inquiry Learningmentioning

confidence: 99%

Section: Implications Theoretical Implicationsmentioning

confidence: 99%

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2017

UCER-A

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“…Experts develop inquiry learning models to improve students' innovation skills in thinking and solving problems (Acar & Tuncdogan, 2018). Inquiry learning requires students to work collaboratively in asking questions, making temporary hypotheses, designing an investigation, developing results and findings in accordance with what is obtained and building communication (Suárez, Specht, Prinsen, Kalz, & Ternier, 2018). In improving CTS and students' conceptual understanding, scaffolding techniques are used in its application.…”

Section: Introductionmentioning

confidence: 99%

Inquiry-Scaffolding Learning Model: Its Effect on Critical Thinking Skills and Conceptual Understanding

Wartono

Alfroni

Batlolona³

et al. 2019

JIPFAlBiruni

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This study aimed to examine the effect of inquiry-scaffolding on critical thinking skills and conceptual understanding. The research design used was a mixed-method embedded experimental model. The samples were 64 students. Two-way ANOVA test results for critical thinking skills and conceptual understanding are the same, where the significance value of the learning model = 0.00 (smaller than the alpha value of 0.05). It means that there are differences in critical thinking skills and conceptual understanding of students who learn by inquiry-scaffolding models ( IS) with conventional models. The interaction value between the learning model and the initial ability to critical thinking skills (CTS) is 0.502, while the conceptual understanding is 0.788. It means that there is no interaction between the learning model and the initial ability to CTS, or conceptual understanding. The results of advanced tests with the Tukey test prove that CTS and the conceptual understanding of students with high ability who experience learning with IS are higher than students with high ability in conventional learning. The same thing also applies to students with low initial ability. Thus, it was concluded that the learning model with an inquiry-based scaffolding technique was superior in improving CTS and conceptual understanding, on students with high and low initial abilities. Therefore, this technique can be used in other learning by using different moderator variables.

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Mobile learning acceptance in social distancing during the COVID ‐19 outbreak: The mediation effect of hedonic motivation

Sitar-Tăut

2021

Human Behav and Emerg Tech

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M‐learning is a trending field in educational organizations, companies, and also for individual study. However, in some regions the ampleness of the phenomenon is not quantifiable or comparable due to the lack of an adequate framework and reliable metrics. Our research intends to make a little light by assessing the degree of m‐learning adoption in students at a moment when face‐to‐face education moved suddenly online due to the COVID‐19 outbreak's rapid and unpredictable spread. A new model relying on the Unified Theory of Acceptance and Use of Technology (UTAUT) was built to investigate and explain relationships between constructs. It reveals the key factors affecting technology adoption by considering hedonic motivation a mediator instead of an exogenous variable as in UTAUT2. Based on an analysis of 311 higher education learners, the way how performance expectancy, effort expectancy, social influence, and facilitating conditions influence directly or indirectly the behavioral intention is researched. The analysis was conducted employing partial least squares structural equation modeling. The strongest relationship is between hedonic motivation and behavioral intention followed by the one between perceived effectiveness and hedonic motivation. Age, gender, and experience moderate the model's relationships. Research contributes to theory development by successfully adjusting the original UTAUT model. Results indicate that universities may offer learners an enjoyable m‐learning experience by activating social support groups and inserting gameplay elements into the learning system.

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A review of the types of mobile activities in mobile inquiry-based learning

Cited by 133 publications

References 94 publications

Untitled

Untitled

Inquiry-Scaffolding Learning Model: Its Effect on Critical Thinking Skills and Conceptual Understanding

Mobile learning acceptance in social distancing during the COVID ‐19 outbreak: The mediation effect of hedonic motivation

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