Using a mobile learning system for field investigative learning about the local history and geography of southern Taiwan

Shih, Ju-Ling; Hwang, Gwo‐Jen; Chuang, Chien-Wen; Cheng, Jia-Jia

doi:10.1504/ijmlo.2010.037534

Cited by 9 publications

(1 citation statement)

References 21 publications

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“…The teacher is advised to integrate technology into each project or assignment at this stage. Some of the learning strategies used in the design and implementation of the studies shown in this search include the following: (1) Students have the opportunity to collaborate, work together, and organize their teams (Zhonggen and Wang, 2016); (2) Each study unit contains an introductory example along with an explanation (Bednall and Kehoe, 2009); (3) Students are not only given instructions to complete assignments but also have the opportunity to search for information in the database provided to them or the internet (Shih et al, 2010); (4) Prompts must be critically reviewed to be effective in a personalized and adaptive learning environment (Ifenthaler, 2013); (5) Prereflective cues should be used to encourage reflection before dealing with content (Ifenthaler, 2013). Furthermore, after the teamwork phase ends, the discussion phase begins.…”

Section: Fourth: Stage Of Executionmentioning

confidence: 99%

Introduction and Testing about Development the Technology-Based EIGEC Models to Enhance Student Learning Outcomes

Fayanto,

Kuswandi,

Precharattana

et al. 2023

SEI

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The purpose of this study was to introduce technology-based EIGEC models and implement these models into the learning process in the classroom. This research was quasi-experimental, using a pre-test-post-test control group design. The research sample consisted of two classes with different treatments. Each course was selected randomly, with the number of students who were the object of the trial being as many as 36 in each class. The data collection technique used an instrument test and was analyzed descriptively and inferentially. The T-test was used in inferential analysis to determine how the model’s implementation and impact on learning outcomes were affected. Theanalysis found that the technology-based EIGEC model contributed 0.59 to improving learning outcomes compared to conventional models(0.39), based on the results of the N-gain value. The five stages of the technology-based EIGEC were (1) engagement, (2) introduction,(3)guidance, (4) execution, and (5) conclusion. From the analysis results, the technology-based EIGEC model can be an example of amodel used to support learning in the classroom.

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Section: Fourth: Stage Of Executionmentioning

confidence: 99%

Introduction and Testing about Development the Technology-Based EIGEC Models to Enhance Student Learning Outcomes

Fayanto,

Kuswandi,

Precharattana

et al. 2023

SEI

View full text Add to dashboard Cite

show abstract

An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings

Efstathiou

Kyza

Georgiou

2017

Interactive Learning Environments

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Local history online learning strategies: teacher’s perception

Gunawan

Rachmah

2021

IOP Conf. Ser.: Earth Environ. Sci.

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The purpose of this research is to determine the appropriate strategy in teaching local history according to the teacher’s perception. Usually, local history learning is done directly by making visits to historical places so that it can build a complete picture of an event. However, when learning is being carried out at home, the teacher must be able to determine how to properly teach local history online. This study used a case study research design by taking cases that occurred in the province of DKI Jakarta. Data were collected from history teachers who were involved in history teacher forums and conducted online through interviews and observations via online videos. The results of this study indicate that local history learning can be done online by providing information to students on online site addresses related to local history in DKI Jakarta cultural heritage sites. Hands-on practice carried out by students can help students think critically and give them awareness about the importance of knowing the local history around them to see the world comprehensively.

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Using a mobile learning system for field investigative learning about the local history and geography of southern Taiwan

Cited by 9 publications

References 21 publications

Introduction and Testing about Development the Technology-Based EIGEC Models to Enhance Student Learning Outcomes

Introduction and Testing about Development the Technology-Based EIGEC Models to Enhance Student Learning Outcomes

An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings

Local history online learning strategies: teacher’s perception

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