Interpretive Structural Activity-based Mlearning Implementation Model of Undergraduate English Language Learning: A Theoretical Mapping

Abstract

This paper aimed at describing how mobile learning (mLearning) could be incorporated in formal setting exemplified through developing an mLearning implementation model for English Language skills course among undergraduates. Based on Moore's transactional distance theory and Park's Pedagogical framework for mobile learning, the study adopted a hybrid NGT-ISM technique in developing the model via experts' views. Mapping against the theories adopted, the model was further elaborated on how mLearning is implemented through language activities. The findings of the study could impact technology mediated education specifically on the implementation of mLearning as learners' performance support in formal language learning at university undergraduate level.

Development of a Garden-Based Curriculum Content Model for Indigenous Primary School Students

“…Clearly in this stage it is important that participants have knowledge realted to the issues to be discussed. Based on Saedah and Abdullah [52], individuals identified as experts for this stuidy should have the following characteristics: a. Individuals who have the training, knowledge and experience whether in agriculture, nutrition, curriculum development and also individuals who have experience in studying Orang Asli; b.…”

“…Besides that, ISM was also the methodology used in publishing secondary school texts in Malaysia. In other studies, Abdullah, Siraj, Asra, dan Hussin [52] used ISM application in developing an implementation model of m-learning for English Language communication skills has also played a part in applying ISM through development of implementation models of activity-based mlearning. Sahney, Banwet, dan Karunes [53] also used ISM to identify the characteristics of a system to fulfil the customer needs of learners as external customers.…”

Implicaciones educativas y sociales del Aprendizaje-Servicio con métodos mixtos a través de un meta-análisis

“…Used in this manner, SAMR becomes a tool for teachers to integrate technology into their instruction. Several authors use the SAMR model to develop their own mobile learning models for integrating technology into the undergraduate classroom (Abdullah, 2014;Patton, 2015;Pfaffe, 2017). Other researchers looked at the use of specific technology tools such as Instagram (Al-Ali, 2014) and virtual world avatars (Hopkyns & Nicoll, n.d.) with the SAMR model.…”

Pembangunan model penilaian Massive Open Online Courses (MOOC) untuk bahasa Arab di Institusi Pengajian Tinggi

“…Pada bahagian fasa rekabentuk model, tujuh orang pakar telah dipertemukan dalam perbengkelan secara maya. Hal ini selari dengan cadangan oleh Abdullah (2014) di mana bilangan pakar yang sesuai untuk proses ISM adalah di antara enam hingga sembilan orang. Tambahnya lagi, cadangan mengenai bilangan pakar yang ideal juga boleh dirujuk berdasarkan hukum kebarangkalian (probability) iaitu n (n-1) dimana n mewakili bilangan pakar.…”