Mobile App to Support Teaching in Distance Mode at Fiji National University

Kumar, Bimal Aklesh; Chand, Sailesh Saras

doi:10.4018/ijvple.2018010102

Cited by 6 publications

(4 citation statements)

References 26 publications

(4 reference statements)

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“…Strohmann et al [49] followed DSRM to create recommendations for the representation and interaction design of virtual in-vehicle assistants. Lastly, Kumar et al [50] used this methodology to design an app that provides remote students with a learning support.…”

Section: Methodsmentioning

confidence: 99%

Measuring Anticipated and Episodic UX of Tasks in Social Networks

2020

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Today, social networks are crucial commodities that allow people to share different contents and opinions. In addition to participation, the information shared within social networks makes them attractive, but success is also accompanied by a positive User eXperience (UX). Social networks must offer useful and well-designed user-tools, i.e., sets of widgets that allow interaction among users. To satisfy this requirement, Episodic User eXperience (EUX) yields reactions of users after having interacted with an artifact. Anticipated User eXperience (AUX) grants the designers the capacity to recollect users’ aspirations, assumptions, and needs in the initial development phase of an artifact. In this work, we collect UX perceived in both periods to contrast user expectations and experiences offered on social networks, in order to find elements that could improve the design of user-tools. We arrange a test where participants (N=20) designed prototypes on paper to solve tasks and then did the same tasks on online social networks. Both stages are assessed with the help of AttrakDiff, and then we analyze the results through t-tests. The results we obtained suggest that users are inclined towards pragmatic aspects of their user-tools expectations.

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Section: Methodsmentioning

confidence: 99%

Measuring Anticipated and Episodic UX of Tasks in Social Networks

2020

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“…Mobile learning has gained popularity due to its flexibility, convenience, and instant communication. It provides learners with more flexible access to learning resources (Kumar et al, 2018). The learning process will not be impeded by temporal or environmental constraints, especially for those who cannot attend the off-line class.…”

Section: Background Mobile Learningmentioning

confidence: 99%

“…However, it should also be noted that latent problems and challenges come with increasingly mobile learning. For example, mobile learning allows more "freestyle" learning, while being highly dependent on the learning platform of network resources, thus creating a sense of isolation among students and instructors (Kumar et al, 2018), especially in asynchronous learning environments.…”

Section: Background Mobile Learningmentioning

confidence: 99%

An M-Learning Model in the Context of the Blended Synchronous Learning Environment

Xiao

Jiang

2023

International Journal of Mobile and Blended Learning

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Mobile learning provides more flexibility and holds considerable promise for improving the learning process and promoting lifelong learning. In order to reduce the sense of isolation felt by the learners, this research integrates mobile learning in the blended synchronous learning environment (BSLE). This study proposed a mobile learning model in BSLE at Shanghai Open University, and 51 students' satisfaction and engagement surveys were examined. The results showed that student satisfaction with instruction and with interaction can significantly predict behavioral engagement, while satisfaction with instruction and with technology can significantly predict psychological engagement. The findings prove that the mobile learning mode in the blended synchronous learning environments is effective and contributes to the predictors of student engagement. Thus, it can provide some insights to construct a more flexible and effective learning space.

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“…Technology seems omnipresent and ever-changing in the world of academia (Kumar & Chand 2018).Manyeducatorsenvisionanenvironmentwheretechnologicalintegrationenhancesstudent performance (O'Flaherty&Phillips,2015).Theexpectationsarethattechnologywillallowclassrooms torunmoreefficientlyandstudentswillcompletetaskswithgreaterindependenceandcollaboration. Inaddition,improvementinteachingpracticesisexpectedthroughthecreativeandinnovativeuse oftechnology (Pardameanetal.,2017).…”

Section: Introductionmentioning

confidence: 99%

Integrating Flipped Learning Into an English Pre-Sessional Class at a Public University in the UAE

Eppard

Rodjan-Helder

Baroudi

et al. 2021

International Journal of Virtual and Personal Learning Environments

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This exploratory case study investigates the use of flipped learning in a second language classroom at a university in the United Arab Emirates (UAE). Flipped learning was researched as a possible teaching/learning strategy for this population. As this study was exploratory, a case study was chosen as the research method. Students in one class participated in the flipped learning approach for one semester. Results were triangulated through students' test scores, interviews with participants, and teacher reflections. The data showed that flipped learning was viewed positively in terms of self-efficacy, leaner autonomy, a resource for an introduction to the concept and for review. However, participants clearly indicated that flipped learning should not replace the integral role of the teacher. Finally, implications in terms of the use of the flipped learning approach in English language classes are discussed as well as recommendations for future studies.

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Mobile App to Support Teaching in Distance Mode at Fiji National University

Cited by 6 publications

References 26 publications

Measuring Anticipated and Episodic UX of Tasks in Social Networks

Measuring Anticipated and Episodic UX of Tasks in Social Networks

An M-Learning Model in the Context of the Blended Synchronous Learning Environment

Integrating Flipped Learning Into an English Pre-Sessional Class at a Public University in the UAE

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