Employing Ubiquitous Computing Devices and Technologies in the Higher Education Classroom of the Future

Marinagi, Catherine; Skourlas, Christos; Belsis, Petros

doi:10.1016/j.sbspro.2013.02.081

Cited by 59 publications

(50 citation statements)

References 23 publications

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“…Currently, successful teaching and learning is driven by technology and its related softwares, infrastructure and services (Ahmadi et al, 2011;Makgato, 2012;Marinagi, Skourlas & Belsis, 2013;Rolando et al, 2013;Tagger et al, 2013;Yang, 2013;Yoon, Lee, & Lee, 2013). The use of internet, telecommunications, wireless applications, handheld electronics, social network softwares and the web, amongst others, explains how people acquire information, teach and learn (Ahmadi et al, 2011;Yang, 2013;Rolando et al, 2013;Fuentes-Bautista, 2014).…”

Section: Information and Communication Technologies For Teaching And mentioning

confidence: 99%

“…Accordingly, the Asian, European and British countries have adopted public policies which are meant to increase the use of ICT for teaching and learning (Rolando et al, 2013). The adopted policies include the provision of high speed access to internet, hardware and other digital resources, technical support to the needy schools and professional developments for teachers (Marinagi et al, 2013;Rolando et al, 2013).…”

Section: Benefits Of Ict For Teaching and Learning 21mentioning

confidence: 99%

“…International research revealed that about 60% of students use social networking tools to discuss class related issues which encourages learning outside schools and planning for the next lessons (Ahmadi et al, 2011;Marinagi et al, 2013;Rolando et al, 2013;Yang, 2013). Seemingly, apart from communicating with parents and friends, learners use social networks as a platform to discuss school work.…”

Section: Benefits Of Ict For Teaching and Learning 21mentioning

confidence: 99%

See 2 more Smart Citations

Wireless Internet Connection for Teaching and learning in Rural Schools of South Africa: The University of Limpopo TV White Space Trial Project

Ramoroka

2014

MJSS

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Section: Information and Communication Technologies For Teaching And mentioning

confidence: 99%

Section: Benefits Of Ict For Teaching and Learning 21mentioning

confidence: 99%

Section: Benefits Of Ict For Teaching and Learning 21mentioning

confidence: 99%

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Wireless Internet Connection for Teaching and learning in Rural Schools of South Africa: The University of Limpopo TV White Space Trial Project

Ramoroka

2014

MJSS

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“…Students quickly realised that mobile devices, such as tablets allow the learning and the access of learning material anywhere and anytime (Ting, 2013), (Martin and Ertzberger, 2013) , (Tapia-Moreno et al, 2012). The majority of students, studies quote between 80 and 90%, own a smartphone and use them anywhere to access social media but also at the University environment to access those resources (Nagel, 2013) (Marinagi et al, 2013) (Welsh andFrance, 2012, Rockinson-Szapkiw et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Use of Mobile Devices for E-Learning in Geomatics

Mills

2015

Int. Arch. Photogramm. Remote Sens. Spatial Inf. Sci.

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Commission VI, WG 1-3 KEY WORDS: e-learning, mobile devices, student learning ABSTRACT:For the last 4 years, the School of Civil Engineering & Geosciences at Newcastle University, UK adapted mobile devices as learning approach only for undergraduate within Geomatics. All incoming students were given a mobile device as learning tool, which was supposed to be there main way to accessing teaching material. This paper will present how students adopted the mobile devices and how their learning has changed using mobile devices. It will highlight which apps can be used in a Geomatics teaching environment to engage students in their learning and teaching environment. The paper will furthermore look into apps which help students within the area of Photogrammetry and Remote Sensing, such as the Autodesk 123D catch up or the Remote RDP app to remotely control surveying instrumentations, such as laser scanners. Those apps are easy tools to engage students within digital learning environment which the students are familiar with. The paper will show how students embrace the technology but also current limitation of using those within Higher education establishments, such as sufficient Wifi and student support for using mobile devices.

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“…The mobile devices used in U-Learning activities are PDAs, tablet PCs, and mobile phones. Moreover, U-Learning environments make use of embedded devices such as GPS, RFID tags, QR tags, and sensors along with wireless technologies (Marinagi, Skourlas, & Belsis, 2013). QR codes cost less than RFID.…”

mentioning

confidence: 99%

A Learning Environment for English Vocabulary Using Quick Response Codes

2015

EDUC SCI-THEOR PRACT

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This study focuses on the process of developing a learning environment that uses tablets and Quick Response (QR) codes to enhance participants' English language vocabulary knowledge. The author employed the concurrent triangulation strategy, a mixed research design. The study was conducted at a private school in Izmir, Turkey during the 2012-2013 academic year. The study sample was determined using the criterion sampling method. The criterion for selection was participants' possession of a mobile device. There were a total of 22 participants including one English teacher in the study, of which 12 were female and 10 male. The students' knowledge of English vocabulary was pretested using the Vocabulary Check List (VCL). During eight classes, participants completed English vocabulary activities using QR codes and tablet PCs. This learning environment integrated digital learning materials and real learning objects using QR codes. After the activities, students' knowledge of English vocabulary was again tested using the VCL, and the participants' opinions about the learning environment were solicited using semi-structured interviews. The research's qualitative data were analyzed using a descriptive analysis. The quantitative data were analyzed using the Wilcoxon signed-rank test and web analysis programs. The study found that the participants' overall rate of completing learning activities was low. The results of the VCL post-test indicated that participants' English language vocabulary knowledge had increases significantly. Participants' opinions regarding the learning environment were analyzed, and it was determined that although they had faced a few problems with the equipment, they experienced a general feeling of curiosity and excitement while using the environment. They found the environment entertaining and reinforcing, stating that learning environments of this kind should be used in other courses, too. The participant teacher stated that although the environment was effective there were a number of time management issues and caused difficulties in classroom management.

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Employing Ubiquitous Computing Devices and Technologies in the Higher Education Classroom of the Future

Cited by 59 publications

References 23 publications

Wireless Internet Connection for Teaching and learning in Rural Schools of South Africa: The University of Limpopo TV White Space Trial Project

Wireless Internet Connection for Teaching and learning in Rural Schools of South Africa: The University of Limpopo TV White Space Trial Project

Use of Mobile Devices for E-Learning in Geomatics

A Learning Environment for English Vocabulary Using Quick Response Codes

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