Application of Mobile Technologies for the Formation of Analytical Competence of Future Specialists

<p class="0abstract">The development of digital technologies necessitates the formation of digital literacy and entrepreneurship skills in the modern "digital generation". The study has as the objective to identify the aspects of consumer demand for educational services in the process of testing the conceptual model of mobile learning adapted to the modern business environment in the context of digital transformations of the socio-economic life. The concept of an educational course based on the Sakai mobile learning platform with a focus on the formation of digital literacy in the business segment has been proposed in the study. The educational and applied course "Entrepreneurship in the Digital Mode" was tested within the educational programs of the State University of Management (Lyubertsy, Russia) and Herzen State Pedagogical University of Russia (St. Petersburg, Russia). The experiment made it possible to identify key aspects of consumer demand for distance education based on the characteristics of the participants' perception of the advantages and effectiveness of mobile learning. Most participants confirmed their professional achievements and the fact of the implementation of personal educational goals. Mobile learning was described as an easy, comfortable, interesting, innovative and modern method of learning compared to traditional classroom lessons. In the process of mobile learning, students demonstrated an increase in personal responsibility and self-organization while practical classes and the synergy of the educational content with real business cases greatly contributed to their involvement and productivity. Until now, research has not dealt with real measurable in terms of real income from specific activities, the results of the application of mobile learning. The contribution of this study to the area under study is to establish pedagogical demands that can be satisfied with mobile learning.</p>

Section: Resultsmentioning

confidence: 99%

Educational Experience in the Mobile Learning Environment: Consumer Behavior Perspective

Volkovitckaia

Tikhonova

Kolosova

2020

“…In this case, the use of mobile learning strongly supports these activities which are carried out directly and in real-time [24]. Mobile learning allows students to gather knowledge from various sources and enabling the production of more meaningful learning [30]. In addition, since students are known to be the digital native generation, this type of learning should be developed from the age of basic education [31].…”

Section: Discussionmentioning

confidence: 99%

Supporting Factors for the Implementation of Mobile Learning for Elementary School Students Using an Authentic Approach and Real-World Activities

Hidayati

Bentri

Eldarni³

2022

The aim of this research is to determine the supporting factors for the implementation of mobile learning for elementary school students in Indonesia using an authentic approach and real-world activities. This is significant because various approaches to mobile learning have been used in elementary institutions. However, this educational model is not ideal because the data shows that 92% of students have learning difficulties, and 38% state they do not receive teachers’ guidance.The method used was descriptive quantitative with the population of elementary school students and a purposively selected sample of 26 of those pupils. Samples were taken based on the characteristics of the coastal area and city center. To assess their entry behavior, questionnaires and test sheets were used. Moreover, data was gathered through home visits and the Whatsapp application. It was then processed using the percentage technique and the SmartPLS application, to obtain accurate results. In addition, a qualitative approach was used to develop the analysis.According to the results, the supporting factors for the implementation of mobile learning using an authentic approach and real-world activities are as follows: 1) students already have the concrete and logical thinking skills, 2) the entry behavior of students are still low, and 3) visual and auditory learning styles affect meaningful learning. Furthermore, research suggests that teachers and learning designers should create mobile learning exercises which support authentic learning and real-world pursuits.

“…The use of smart applications in various purposes is a current trend, the ease and effectiveness of this application is the main purpose of its use. Research on the use of smart applications can be found in various purposes such as youth financial management [31], science learning in primary school [32], disseminating messages and events of university colleges [33], and the formation of analytical competence of future specialists [34], including in the field of sports education [35]. The use of smart applications in sports education, such as the smart application in swimming, is interesting to discuss, because the use of smart applications in learning to swim is something that can give students interest and interest in learning to swim.…”

Section: Multicollinearity Testmentioning

confidence: 99%

Smart Application for Smart Learning: How the Influence of the Factors on Student Swimming Learning Outcomes in Sports Education

Syahrastani

Hidayat

Komaini

et al. 2022

Smart Application is one that can be used to learn swimming for students in sports education. This study aims to reveal and explain the usability of smart swimming applications to explore factors influencing students' swimming learning outcomes in sports education. Data of this study were 300 sports education students that took swimming courses. Statistical analysis was performed using multiple regression analysis with the help of the software Statistical Package for the Social Sciences (SPSS) version 16. Overall, the factors of learning motivation, physical activity, nutritional status, and V02Max have an F-table value of 105.605 > 2.25, while R2 is valued at 58.9%. The results of the t-test revealed that all those factors affecting swimming learning outcomes, with the t-count value are more significant than the t-table at a significance level less than 0.05, which is 0.000. Furthermore, all factors are interrelated and needed to each other to produce good quality student swimming learning outcomes. Therefore, adequate attention and good management are necessary for lecturers in teaching swimming materials to improve students learning quality in sports education.