Considering mobile device constraints and context-awareness in adaptive mobile learning for flipped classroom

Louhab, Fatima Ezzahraa; Bahnasse, Ayoub; Talea, Mohamed

doi:10.1007/s10639-018-9733-3

Cited by 18 publications

(8 citation statements)

References 26 publications

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“…Steed (2012), andLouhab et al (2018) showed that learners can study at their own pace and convenient time. Under this COVID-19 crisis, some students feel better when they do not need to ride crowed trains or buses to go to universities or colleges.…”

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confidence: 99%

How Should Higher Education Institutions Provide Lectures Under the COVID-19 Crisis

Kurihara¹

2020

ESHS

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As the COVID-19 crisis prevails, many universities and colleges all over the world were not able to conduct face-to-face classes and instead conduct online learning. Online learning has merits and is evaluated by learners and university faculties. However, whether or not the learning quality of online learning improves or maintains should be evaluated. Furthermore, online learning without being face-to-face is different from flipped classroom. This paper examines how the quality of online learning changes empirically. The empirical results show that most of the results are not different from face-to-face class, and online quiz type test scores are quite high; however, the quality of reports (writing) has declined significantly. There is some possibility that surface knowledge improved by online learning of undergraduates, but in-depth learning by thinking or discussing with other learners and faculty are not realized.

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confidence: 99%

How Should Higher Education Institutions Provide Lectures Under the COVID-19 Crisis

Kurihara¹

2020

ESHS

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“…En esta línea, el género influyó significativamente en el uso del dispositivo móvil, siendo la población femenina la que realiza un mayor uso, mientras que la edad no fue un factor influyente (Marín-Díaz et al, 2020). A su vez, el uso del dispositivo móvil fue significativo en la autorregulación del aprendizaje, siendo un factor influyente como recogieron otros estudios (Chaves, Trujillo y López, 2016;Henríquez, González y Organista, 2014;Jeno et al, 2019;Louhab, Bahnasse y Talea, 2018). Sin embargo, la relación con el rendimiento académico no fue significativo, por lo que no se puede afirmar que el uso del dispositivo móvil aumente el rendimiento académico de los estudiantes universitarios objeto de estudio.…”

Section: Discussionunclassified

“…-Mejora de la motivación y actitud favorable hacia el aprendizaje (Al-Emran, Mezhuyev y Kamaludin, 2018;Fombona y Pascual, 2013;Nguyen, Barton y Nguyen, 2015). -El estudiante adquiere un papel protagonista de su propio aprendizaje (Fuentes, López y Pozo, 2019;Louhab, Bahnasse y Talea, 2018). -Favorece la cooperación, el intercambio de experiencias y la comunicación bidireccional y horizontal (Cochrane y Narayan, 2018; Kaliisa, Palmer y Miller, 2019;Rubino, Barberis y Malnati, 2018;Soler et al, 2020).…”

Section: Introductionunclassified

Uso de los dispositivos móviles en educación superior: relación con el rendimiento académico y la autorregulación del aprendizaje

et al. 2021

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El uso del dispositivo móvil se ha multiplicado en los últimos años, formando una parte esencial de nuestro día a día. En el ámbito de la educación superior se están empezando a introducir como una herramienta más para la mejora del proceso de enseñanza-aprendizaje, denominándose con el término mobile learning. En este trabajo se ha propuesto como objetivo analizar la influencia de los dispositivos móviles en el rendimiento académico y en la autorregulación del aprendizaje. Se utilizó un método cuantitativo basado en la aplicación de un cuestionario en línea a una muestra total de 420 estudiantes del Grado en Educación Primaria de la Universidad de Granada. Entre los resultados, se constata la influencia significativa del género en el uso de los dispositivos móviles y a su vez, del uso de los dispositivos móviles en la autorregulación del aprendizaje. Sin embargo, el uso del dispositivo móvil no influyó significativamente en el rendimiento académico. En suma, los estudiantes constatan que el dispositivo móvil ayuda en su proceso de aprendizaje, puesto que facilita el acceso a la información y a los contenidos. Finalmente, la influencia que presenta el dispositivo móvil en la educación es una cuestión clave para conocer los recursos tecnológicos que realmente tienen un efecto positivo en el aprendizaje, entre los que podría estar los Smartphones y las Tablets.

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“…The author in (Louhab et al, 2018) proposes an approach called Smart Enhanced Context-Aware for Flipped Mobile Learning BSECA-FML, which, aims to provide learners with an adapted course content format based on their mobile device context. Aiead in (Aeiad & Meziane, 2018) presents a system called APELS to provide a personalized and adaptable learning environment to users from the freely available resources on the Web.…”

Section: Related Workmentioning

confidence: 99%

“…the learning environment, however, according to several studies (Economide, 2009;González et al, 2016;Ennouamani & Mahani, 2018;Yin et al, 2015), a large amount of works in the area of applying ontology within the e-learning field, address the personalization of learning objects based only on a subset of learners' context characteristics that is of interest in a particular learning scenario (Soualah-Alila et al, 2013;Naqvi et al, 2013;Salazar, 2014;Yin et al, 2015, Abech et al, 2016González, 2014;Popović et al, 2016;Sevkli et al, 2017;Gómez et al, 2016;Skoulikari et al 2015, Marcelo et al, 2016, Louhab et al, 2018, Aeiad & Meziane, 2018. As such, there is no proposal of a generic context model for the context-aware u-Learning.…”

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confidence: 99%

A Proposed Ontology-Based Generic Context Model for Ubiquitous Learning

Benmesbah

Lamia

Hafidi

2021

International Journal of Web-Based Learning and Teaching Technologies

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Context modeling is the keystone to enable the intelligent system to adapt its functionalities properly to different situations. As such, a representation mechanism that allows an adequate manipulation of this kind of information is required, and diverse approaches have been introduced; however, what takes more value and is being positioned as a standard is the ontology-based context modeling because it presents a common understanding vocabulary for a specific domain. Hence, it might be beneficial to have a generic ontology to model context in this area. However, according to diverse works, there is no proposal of a generic context model for context-aware learning. For addressing this problem, several existing context models are studied to identify the essentials of context modeling, whereby an ontology-based generic context model is presented. The proposed ontology is evaluated in two ways. Firstly, scenarios are used to justify the feasibility of the model; then a comparative study and evaluation metrics are applied to assess the proposal.

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Considering mobile device constraints and context-awareness in adaptive mobile learning for flipped classroom

Cited by 18 publications

References 26 publications

How Should Higher Education Institutions Provide Lectures Under the COVID-19 Crisis

How Should Higher Education Institutions Provide Lectures Under the COVID-19 Crisis

Uso de los dispositivos móviles en educación superior: relación con el rendimiento académico y la autorregulación del aprendizaje

A Proposed Ontology-Based Generic Context Model for Ubiquitous Learning

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