Developing and testing an m-Learning tool to facilitate guided-informal learning in agriculture

Abstract

Constructivism learning theory emphasizes the importance of collaborations in creating a shared understanding. In the given study, collaborations facilitated on a mobile SMS based Twitter platform as an effort to design mobile-based guided-informal learning. The objectives of the study were i) designing m-learning contents for Twitter, ii) facilitating collaborative m-Learning, and iii) testing effectiveness of mLearning tool. A mobile learning approach (mLA) was designed in collaboration with users, following design-based research theories. Data were collected using participatory methods, questionnaires, and logged data in the mLA. Descriptive methods, network analysis methods and mean comparisons used in the data analysis. Members of a young farmer club in Kandy, Sri Lanka participated in the research process for two years.Pedagogical tools, such as lessons, interactions, assessments and feedback, designed to match with Twitter functionalities and features. Participation in the mLA has improved knowledge in learners, and has created collaborative learning opportunities. Learners were generally satisfied with mLA as a guided-informal learning tool. The drawbacks were mainly due to technical problems, and limitations in the SMS based platform, which has limited opportunities to acquire higher order learning skills. Future implementations of the mLA model need to focus on designing mobile based applications for Smartphones in creating more collaborative and interactive learning spaces.

A meta-analysis of Twitter assisted learning outcomes during the COVID-19 pandemic

“…For example, a Twitter-based mobile approach was used in an Agriculture knowledge pedagogy, where students generally obtained satisfactory learning outcomes. However, the teaching effectiveness, as well as the higher-order skills, was not highly evaluated due to limitations of Tweet language on the Twitter platform such as the word number limit and unfamiliar English technical terms for Sri Lankan students (Dissanayeke, Hewagamage, Ramberg, & Wikramanayake, 2016).…”

“…Twitter could be both an advantage of and an obstacle to learning and teaching (DeGroot, Young & VanSlette, 2015). There were several drawbacks, e.g technical issues, limitation to higher-order skill acquisition, and limited learning opportunities, in the Twitter integrated mobile learning system in Sri Lanka (Dissanayeke, Hewagamage, Ramberg, & Wikramanayake, 2016).…”

“…Engagement Twitter Support could improve American breast cancer patients' gain of knowledge by reducing their anxiety (Attai, Cowher, & Al-Hamadani, Schoger, Staley, & Landercasper, 2015). Students were in general satis ed with the mobile learning system assisted with Twitter since it could improve knowledge gain and provide cooperative opportunities in Sri Lanka (Dissanayeke, Hewagamage, Ramberg, & Wikramanayake, 2016). Caring through Twitter dialogues rather than one-way communication could improve Swedish Twitter users' learning attitudes and intentions (Colliander, Dahlén, & Modig, 2015).…”

Design of simulator training: a comparative study of Swedish dynamic decision-making training facilities

“…The activity theoretical framework has been applied in several learning contexts, for instance within mobile learning (Nouri et al 2014;Nouri and Cerratto-Pargman 2015;Dissanayeke et al 2014Dissanayeke et al , 2016, and has also previously been applied in the context of simulator training. For instance in the medical domain, Ellaway (2014) describes a framework derived from Leont'ev (1978) and Engeström (1987) where virtual patients are considered as activities instead of artifacts, and concludes that the use of virtual patients and the ways that they are used is what brings about educational value.…”

Meta-Analytically Exploring the Learning Outcomes Assisted With Twitter in the Pandemic Time

“…Engagement Twitter Support could improve American breast cancer patients' gain of knowledge by reducing their anxiety (Attai, Cowher, & Al-Hamadani, Schoger, Staley, & Landercasper, 2015). Students were in general satisfied with the mobile learning system-assisted with Twitter since it could improve knowledge gain and provide cooperative opportunities in Sri Lanka (Dissanayeke, Hewagamage, Ramberg, & Wikramanayake, 2016). Caring through Twitter dialogues rather than one-way communication could improve Swedish Twitter users' learning attitudes and intentions (Colliander, Dahl communication cou. American students held positive learning attitudes toward the Twitter integrated classroom and actively participated in the learning activities (Luo & Xie, 2018).…”