Mobilizing Developmental Education: The Causal Effect of Mobile App Courseware on the College Outcomes of Developmental Education Students

Giani, Matt; Martin, Allison R.

doi:10.3102/01623737211013782

Cited by 3 publications

(3 citation statements)

References 32 publications

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“…The main result of the study by Hoareau et al [10] was that the social context of the school was an important factor to be considered when studying teachers' beliefs and acceptance of technology. Giani et al [11] analyzed the influence of mobile applications on university achievement of developmental education students. Results showed that using APP significantly improved students' performance in developing educational outcomes and slightly improved mid-college adherence and performance, but did not affect academic attainment over study time frame.…”

Section: Hypothesis Developmentmentioning

confidence: 99%

Influence of APP-Assisted Teaching on Teaching Quality in Mobile Learning

Zhang

2023

Int. J. Emerg. Technol. Learn.

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At present, a large number of education APPs have been developed and widely applied, making mobile learning one of the more popular learning methods under influence of the epidemic. Undeniably, control of college students is indeed an issue that needs to be considered to prevent non-learning behaviors of students in APP learning. Education APPs are more suitable to assist traditional education and to help teachers’ teaching and students’ learning. Based on the theory of fragmented learning and activity learning, a questionnaire on the influence of APP-assisted teaching technology on teaching quality of mobile learning was designed, and mediating effect of team interdependence on the influence of APP-assisted teaching technology on teaching quality of mobile learning was measured. Kruskal-Wallis test was used to measure difference between APP usage quantity and teaching quality. Results show that convenience, individuation and immediacy of APP-assisted teaching technology have significant influence on teaching quality of mobile learning. Team interdependence plays a part in mediating effect of APP-assisted teaching technology on teaching quality of mobile learning. Different APP usage quantity samples all show a significant effect on teaching quality (p<0.05). Conclusions have important reference value for learners to rely on education APPs to carry out fragmented, efficient and personalized learning, to improve education APPs as a teaching method to assist traditional teaching, and to avoid learners falling into “technology-oriented” misunderstanding of over-reliance on APPs for learning.

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Section: Hypothesis Developmentmentioning

confidence: 99%

Influence of APP-Assisted Teaching on Teaching Quality in Mobile Learning

Zhang

2023

Int. J. Emerg. Technol. Learn.

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“…Despite limited exposure, pre-service teachers strive to meet field study requirements through their dedicated efforts. The pandemic-induced switch to distance learning, including blended approaches, has impacted students' preparedness due to sudden environmental changes and curriculum reforms (Giani & Martin, 2021).…”

Section: Theme 6: Working Stationmentioning

confidence: 99%

The Challenges of Pre-Service Teachers in the New Normal Set up of Field Study Amidst COVID-19 Pandemic

Baldomar,

Cunanan,

Marquez

et al. 2023

ajosed

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The pandemic had a huge impact on many things and situations, particularly the new normal. The researchersdecided that a field study of pre-service teachers is one of them because no one has ever taken the course under thenew COVID-19 setup. The researchers aim to inform their readers about how the COVID-19 pandemic challenge willaffect every pre-service teacher in the new set-up of education through online learning. Purposive homogenoussampling was used to choose 12 students from Rizal Technological University-Boni and Pasig Campuses. Researcherschose typical students, non-workers, and university scholars as participants. Age, gender, and geography vary amongparticipants. Researchers used interviews supported by an interview script to gather replies. Pandemic-relatedpreparations have been taken. Thematic analysis is used to understand pre-service teachers' challenges in the newfield study setup. Pre-service teachers face challenges in this setting, according to the research most are strugglingbecause of the rapid move from traditional classes to the new typical format, causing unpreparedness and lack ofexpertise when they face more complex situations. In addition, slow internet and a lack of resources make it difficultto attend classes and meet prerequisites. Some have many restrictions, especially on classroom monitoring becauseof the pandemic. The findings imply that the study's premise is significant and relevant in today's environment,especially for individuals pursuing an education degree and becoming pre-service teachers. Pre-service teachers facenew obstacles in the new normal.

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“…Therefore, the transformations in learning environments because of the new normal causes stress to pre-service teachers, to which 'they felt more challenged like an excessive burden waited on them' (Al Abiky, 2021), partly because of the absence of their readiness for the situation. One of the most widespread reasons for students' lack of readiness in their endeavours is the abrupt transformation of the learning environment, as well as the curriculum and pedagogical changes that have recently been implemented (Giani & Martin, 2021). In light of the pandemic, they have felt unprepared; however, they need to adopt with the emerging educational technologies for them to maximize their potentials (Laguitao, Cubalit, Teppang, Cruz, & Bautista, 2021).…”

Section: Introductionmentioning

confidence: 99%