Flexible Learning in Higher Education

Alexander, Shirley

doi:10.1016/b978-0-08-044894-7.00868-x

Cited by 37 publications

(37 citation statements)

References 8 publications

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“…Mobile learning (m-learning), is the ability to learn independently of place and time, it is wireless and ubiquitous (Alexander, 2004;Chen, 2013) using supporting mobile-wireless information systems and mobile technologies. M-learning has been found to be effective in improving educational outcomes because it improves the opportunity to gain education and to promote learning, which is personalized, collaborative and ubiquitous and where the learner is at the center.…”

Section: Theoretical Background Mobile Assisted Language Learningmentioning

confidence: 99%

Learning Foreign Languages Using Mobile Applications

2017

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Aim/PurposeThis study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners' attitudes towards the process of learning, and more specifically in voluntary and mandatory environments. Background Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. MethodologyThe study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application and filled in before and after questionnaires. The other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. The second group answered another questionnaire tailored to more experienced users. The findings were analyzed using IBM SPSS version 22, and a model was examined with Partial Least Squares Structural Equation Modeling. Contribution This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. FindingsMost of the participants found the MALL Duolingo application enhanced the learning process. The gamification characteristics, ease of use, ubiquity and selfLearning Foreign Languages Using Mobile Applications 302 learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. However, some statistically significant differences were found between the groups, referring to the characteristics of the application, among them ubiquity, lack of human feedback and simplicity of use. Recommendations for PractitionersThe research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for ResearchersResearchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is an opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote an...

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Section: Theoretical Background Mobile Assisted Language Learningmentioning

confidence: 99%

Learning Foreign Languages Using Mobile Applications

2017

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“…Como nos diz Moura (2010), a tecnologia é útil quando se adequa às necessidades diárias de comunicação, de trabalho e de aprendizagem, estando assim também presente a sua parte pedagógica como ferramenta de aprendizagem nos nossos dias. Os alunos trabalham de maneira diferente com os dispositivos móveis, porque estes se tornaram pessoais e íntimos (Alexander, 2004).…”

Section: Importância Do Estudounclassified

Questionários sistemáticos e smartphone: ferramentas de avaliação pedagógica?

Seco

Cardoso

2015

R Est Inv Psico y Educ

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ResumoEste estudo pretende dar resposta à questão de como os questionários sistemáticos e os smartphones podem ajudar o professor na sua tarefa de avaliação pedagógica das suas práticas. O estudo incidiu em três turmas, num universo de 49 alunos. Os alunos inquiridos foram respondendo a um questionário no final de cada aula no smartphone e os resultados foram depois sujeitos a uma análise estatística. Como conclusão, constata-se que os questionários sistemáticos permitem analisar o modo como os alunos acompanharam cada aula, permitindo ao professor ir ao encontro das suas expectativas e motivações. Palavras-chave: avaliação pedagógica, questionários sistemáticos, smartphone. IntroduçãoA questão da avaliação pedagógica é sem dúvida um tema sempre atual e sobre o qual muitos investigadores já escreveram. É relativamente fácil encontrarmos literatura especializada e de referência sobre a questão da avaliação pedagógica dos alunos. O mesmo já não se passa em relação aos professores, o que é sem dúvida extremamente importante, pois a avaliação deve ajudar-nos a conhecer e a compreender a realidade para que se possa transformar e melhorar (Fernandes, 2009: 20). E, são os professores que tem um peso fundamental no processo de aprendizagem dos alunos (conforme a sua atitude em cada aula). Então como podemos avaliar as nossas próprias práticas? Ao longo dos anos, muitas formas foram utilizadas, desde o recurso a colegas observadores a questionários aos alunos. Recentemente, com o avanço tecnológico é possível recorrer a computadores e a software de construção de questionários online de fácil acesso por parte dos alunos. Mas sabemos que em muitas escolas e em muitas salas de aulas os alunos não tem à sua disposição computadores, então, como fazê-lo nesta situação? A resposta será quase imediata, pois sabemos, enquanto professores, que o smartphone é o dispositivo eletrónico que praticamente todos os nossos alunos possuem e usam. Enquadramento teóricoA avaliação é, como nos diz Fernandes (2009), um domínio científico e uma prática social cada vez mais indispensável para caracterizar, compreender, divulgar e melhorar uma grande variedade de problemas que afetam as sociedades contemporâneas, tais como a qualidade da educação e do ensino, a prestação de cuidados de saúde, a distribuição de recursos e a pobreza. É portanto imperativo que o professor possa ser avaliado e conhecer os seus pontos fracos e fortes, instituindo, dessa forma, "uma lógica de criticidade que expõe consistências e contradições às práticas, validando-as ou sujeitando-as a novas formulações, e evitando a sua fossilização" (Fernandes e Vieira, 2010:279).A avaliação pode ter também um carater de (auto) supervisão, de natureza intrapessoal, pois o professor reflexivo, disposto a um desenvolvimento profissional contínuo, ganha relevo na medida em que se torna capaz de se assumir como supervisor das suas próprias práticas (Alarcão & Roldão, 2008).Podemos, como antes aludimos, recorrer a diversos métodos de avaliação, tais como, por exemplo: aulas assistidas p...

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“…We define m-Learning as "Learning with learner mobility in unified physical and logical educational environments with the providing of seamless educational contents providence, and adaptations of educational contents according to the learner's educational environments (educational devices, learner's locations, learner's needs, etc.)." Learners in an m-Learning environment want to have control over different proportions of educational media such as audio, video, animations, graphics, and text, based on a learner's learning context, personal taste, mobile situation, and budget [20,[32][33][34][35][36]. The same educational contents could be presented with different media combinations that are suitable for different mobility situations.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Design and Development of m-Learning Service Based on 3G Cellular Phones

Chung¹,

Lee²

2012

Journal of Information Processing Systems

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Abstract-As the knowledge society matures, not only distant, but also off-line universities are trying to provide learners with on-line educational contents. Particularly, high effectiveness of mobile devices for e-Learning has been demonstrated by the university sector, which uses distant learning that is based on blended learning. In this paper, we analyzed previous m-Learning scenarios and future technology prospects. Based on the proposed m-Learning scenario, we designed cellular phonebased educational contents and service structure, implemented m-Learning system, and analyzed m-Learning service satisfaction. The design principles of the m-Learning service are 1) to provide learners with m-Learning environment with both cellular phones and desktop computers; 2) to serve announcements, discussion boards, Q&A boards, course materials, and exercises on cellular phones and desktop computers; and 3) to serve learning activities like the reviewing of full lectures, discussions, and writing term papers using desktop computers and cellular phones. The m-Learning service was developed on a cellular phone that supports H.264 codex in 3G communication technology. Some of the functions of the m-Learning design principles are implemented in a 3G cellular phone. The contents of lectures are provided in the forms of video, text, audio, and video with text. One-way educational contents are complemented by exercises (quizzes)

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Flexible Learning in Higher Education

Cited by 37 publications

References 8 publications

Learning Foreign Languages Using Mobile Applications

Learning Foreign Languages Using Mobile Applications

Questionários sistemáticos e smartphone: ferramentas de avaliação pedagógica?

Design and Development of m-Learning Service Based on 3G Cellular Phones

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