Analysing Mobile Learning Acceptance in the World Heritage Town of Luang Prabang, Lao PDR

Poong, Yew Siang; Yamaguchi, Shinobu; Takada, Jun‐ichi

doi:10.1007/978-981-10-4944-6_10

Cited by 3 publications

(2 citation statements)

References 33 publications

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“…Recursos educativos para trabajar en el aula de Educación Artística a través del patrimonio Como podemos observar, hemos sombreado dos porcentajes que destacan por encima del resto: El patrimonio local, regional, nacional, etc., con un 12,39% y las visitas a museos con un 8,59%, ambas como primera opción. Por el contrario, y como dato llamativo los futuros maestros consideran que las Apps sobre patrimonio o las recreaciones virtuales de museos y otros centros de interés patrimonial son un recurso menos importante para trabajar en el aula de Educación Artística, a pesar del potencial para la enseñanza-aprendizaje del patrimonio que diversas investigaciones defienden (Ibáñez-Etxeberria et al, 2019;Poong et al, 2017).…”

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Percepciones sobre el uso del patrimonio en la enseñanza de la Educación Artística. Un estudio con futuros profesores de Educación Primaria

Fontal¹,

Rodríguez²,

Ballesteros-Colino³

et al. 2021

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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La Educación Patrimonial es un elemento clave en el proceso de enseñanza-aprendizaje a lo largo de la etapa de Educación Primaria, y así se refleja en el currículo escolar a través de numerosas referencias sobre el uso y presencia del patrimonio en áreas como la Educación Artística, entre otras. Pero para garantizar la presencia en las aulas de la Educación Patrimonial es necesario que los docentes se sientan competentes y familiarizados con ella, ya que son los responsables últimos de trasladar la normativa a la escuela. Por lo tanto, esta investigación pretende analizar las percepciones que tienen los futuros profesores de Educación Primaria acerca de la formación que han recibido sobre Educación Patrimonial y de las potencialidades de uso del patrimonio en la enseñanza de la Educación Artística en dos universidades españolas, la Universidad de Valladolid y la Universidad Autónoma de Madrid. Para la realización de este estudio cuantitativo, se diseñó un cuestionario con el modelo de escala de Likert y se implementó a través de la herramienta Google Forms. Los datos obtenidos revelan que la mayoría de los futuros docentes consideran que la Educación Patrimonial contribuye a desarrollar procesos de creación artística, pero solo un 37% de los 142 docentes en formación encuestados indica que ha recibido formación en Educación Patrimonial dentro de las asignaturas del área de Educación Artística. Este hecho debería ser tenido en cuenta para transformar nuestras prácticas educativas, así como en procesos de revisión y reforma de los planes de estudio universitarios.

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Section: Tablaunclassified

Percepciones sobre el uso del patrimonio en la enseñanza de la Educación Artística. Un estudio con futuros profesores de Educación Primaria

Fontal¹,

Rodríguez²,

Ballesteros-Colino³

et al. 2021

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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“…K. Sharma, Joshi, & Sharma, 2016). While Moon and Kim (2001) considered perceived playfulness, fun and enjoyment as part of motivation, a number of studies have investigated perceived enjoyment as an independent factor in determining mobile learning adoption and learners' attitudes (Baki et al, 2018;Poong, Yamaguchi, & Takada, 2017). In this study, enjoyment was identified as a separate learner factor from motivation.…”

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confidence: 87%

Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Tran¹

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Despite the importance of professional development (PD) and recent government efforts, PD provision for Vietnamese teachers living outside major cities remains a challenge due to distance and costs. Mobile learning offers a potential solution thanks to its capacity to enable learning anytime, anywhere, and this study investigated its use to provide pronunciation PD for Vietnamese tertiary TESOL teachers, since the development of oral skills is considered problematic in this context. This study aimed to identify the essential conditions and principles for mobile learning as an effective PD provision method in the Vietnamese context. To do so, it investigated: 1. factors influencing participation and learning experience; 2. attitudes, behaviours and engagement patterns regarding self-directed mobile assisted language learning; and 3. strategies to facilitate learning for different groups of learners. Design-based research was employed as the research paradigm and data collection involved iterations of an online PD pronunciation course over a two-year period through a questionnaire, pre and post test, interview and records of app usage, with the interview being the primary and most important source for data analysis. The participants were 57 TESOL teachers from 46 Vietnamese higher education institutions. Data analysis revealed five groups of factors influencing participation and learning experience relating to the learner, personal context, peers, instructor and technology. The learner-related factors were found to be the most important in motivating learners to initiate learning and persist in their engagement with technology. While contextual factors were influential, they did not always play a decisive role in determining learners' behaviours, which differed from previous findings on the significance of personal context (Gao & Krogstie, 2010; Terras & Ramsay, 2012). Peer interaction and instructor support were critical in sustaining learners' efforts and positive experience as they helped address issues in learning with technologies. The Factor Relationship and Interaction model was proposed to explain the complexity of the influences on self-directed mobile learning, contributing a synthesizing model to the fragmented literature on this topic. The study also identified five learner profiles-Tasters, Steadies, Players, Hard-workers and Perfectionists-according to their attitudes, behaviours and engagement patterns with technologies. Learners were found to hold different attitudes and behave differently with the same technologies at different times, producing overlaps and movement between the profiles. These resulted in the Other publications during candidature pertaining to this thesis Refereed Conference Papers • Tran, T. L. N. (2019). Mobile apps and pronunciation training: A self-directed learning approach. In T. Pattison (Ed), IATEFL 2018 Brighton conference selections (pp. 159-161).

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Smart m-Observation and Study of Orthodox Art

Paneva-Marinova,

Luchev,

Goynov

et al. 2024

Lecture Notes in Networks and Systems

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Analysing Mobile Learning Acceptance in the World Heritage Town of Luang Prabang, Lao PDR

Cited by 3 publications

References 33 publications

Percepciones sobre el uso del patrimonio en la enseñanza de la Educación Artística. Un estudio con futuros profesores de Educación Primaria

Percepciones sobre el uso del patrimonio en la enseñanza de la Educación Artística. Un estudio con futuros profesores de Educación Primaria

Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Smart m-Observation and Study of Orthodox Art

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