Experiences of Using a Blended Mobile Learning Approach to Connect Classroom and In-Field Learning Activities in a Local Culture Course

Hwang, Gwo Jen; Shih, Ju Ling

doi:10.1007/978-981-287-113-8_16

Cited by 7 publications

(2 citation statements)

References 33 publications

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“…The goal of cooperative learning is to create a situation where individual success is determined or influenced by the success of the group. By the more sophisticated information technology improvement, many researchers have concern on how to implement this learning strategy using mobile technology for better learning performance (Lam, 2015;Huang and Chiu, 2015;Land and Zimmerman, 2015;Hwang and Shih, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

The role of mobile learning on the learning environment shifting at high school in Indonesia

Sulisworo

Toifur

2016

IJMLO

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This research is the result of a multi-year research since 2013-2015, which aims to determine the shifting of learning environment associated with the development of mobile technology. The rapid changing on information technology has affected the current learning strategy. The analysis of this study is a qualitative descriptive approach. The result indicates that mobile technology shifted the tendency of students to learn in a more personalised way. This situation encourages teachers to be able to choose and use technology for students learning success. The implication of this research is that the teachers, students and schools will need to have a different role than before to adapt the changing in today's learning environment. More focus again, learning design needs to enable cooperative learning in a mobile for the convenience of studying individually. In the implication of this research, there is a shifting of learning environment due to mobile technology.

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Section: Literature Reviewmentioning

confidence: 99%

The role of mobile learning on the learning environment shifting at high school in Indonesia

Sulisworo

Toifur

2016

IJMLO

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“…Those who made most use of mobile devices presented greater loss of control, changes in health habits, and behavior that was often conditioned by negative reinforcers. Another study found that appropriate smartphone use correlated positively with self-esteem [9] and increased perceived self-efficacy [10], creativity [11], and motivation [12]. In addition, Choi, Song, and Oh [13] observed that smartphone addiction correlated with low emotional intelligence (EI) and detected a negative correlation between the variable of tolerance-withdrawal and EI, whereby the lower the smartphone tolerance, the higher the EI, and vice versa.…”

Section: Introductionmentioning

confidence: 99%

Influence of Smartphone Use on Emotional, Cognitive and Educational Dimensions in University Students

et al. 2020

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The use of mobile devices is one of the increasingly interactive methodologies widely promoted within the European Higher Education Area. It is, therefore, necessary to determine the potential effects of their excessive use on psychological and educational variables. The aim of the present study was to assess smartphone addiction and its relationship with emotional, cognitive, and educational dimensions in university students. Participants comprised 144 university students aged between 19 and 27 years old and studying psychology and education at the University of Granada. Various tests were administered to assess variables grouped into the following dimensions: smartphone addiction (TDM), general intelligence (Wonderlic), emotional intelligence (TMMS-24), motivation (Mape-3), creativity (CREA test), and attitudes toward competencies. An ex post facto design was employed. Direct associations were observed between addiction symptoms caused by smartphone use (withdrawal, tolerance, excessive use, and problems caused by the same) and the variables of extrinsic motivation (fear and avoidance of the task) and intrinsic motivation (motivation toward the task). The results also indicated direct relationships between the problems caused by excessive smartphone use and anxiety and extrinsic motivation toward learning. An inverse relationship was observed between smartphone addiction and the emotional intelligence dimension of clarity of feelings. The anxiety provoked by excessive smartphone use was related to the tolerance generated by such use and to cultural and artistic competencies. The data obtained thus shed light on the effect of smartphone use on emotional, cognitive, and educational dimensions in university settings.

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Effects of formative assessment in an augmented reality approach to conducting ubiquitous learning activities for architecture courses

Chen

Hwang

Chen

2017

Univ Access Inf Soc

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Experiences of Using a Blended Mobile Learning Approach to Connect Classroom and In-Field Learning Activities in a Local Culture Course

Cited by 7 publications

References 33 publications

The role of mobile learning on the learning environment shifting at high school in Indonesia

The role of mobile learning on the learning environment shifting at high school in Indonesia

Influence of Smartphone Use on Emotional, Cognitive and Educational Dimensions in University Students

Effects of formative assessment in an augmented reality approach to conducting ubiquitous learning activities for architecture courses

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