Issues and Trends in Instructional Technology: Lean Times, Shifts in Online Learning, and Increased Attention to Mobile Devices

2011 ◽  
pp. 67-80 ◽  
Author(s):  
Abbie Brown ◽  
Tim Green
Keyword(s):  
Online Learning ◽  
Instructional Technology ◽  
Mobile Devices

scholarly journals A Review of Mobile Learning Applications for Mathematics

2015 ◽  
Vol 9 (3) ◽  
pp. 18 ◽  
Author(s):  
Athanasios Drigas ◽  
Marios Pappas
Keyword(s):  
Online Learning ◽  
Case Studies ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mathematics Teaching ◽  
Educational Process ◽  
Important Case ◽  
Educational Levels ◽  
The World ◽  
Wireless Mobile

Mobile and online learning applications become more known year after year and are used today from millions of students and educators in all over the world. Wireless mobile devices like smartphones, PDAs and tablets, could be used to benefit students’ learning in or out of the classroom. In front of the idea of inclusion of mobile learning in educational process, we represent in this paper some important case studies which examine the consequence of using mobile tools and apps, as well as online applications in mathematics teaching, at all educational levels.

Design lessons about participatory self-directed online learning in a graduate-level instructional technology course

2015 ◽  
Vol 30 (2) ◽  
pp. 178-189 ◽  
Author(s):  
Lisa C. Yamagata-Lynch ◽  
Jaewoo Do ◽  
Anne L. Skutnik ◽  
Duren J. Thompson ◽  
Adam F. Stephens ◽  
...  
Keyword(s):  
Online Learning ◽  
Instructional Technology ◽  
Graduate Level ◽  
Technology Course

scholarly journals A Lesson Plan Development Study for Higher Education Based on Needs Assessment “Graphics and Animation in Education” Course

2018 ◽  
Vol 11 (7) ◽  
pp. 155 ◽  
Author(s):  
Sinan Schreglmann ◽  
Zekeriya Kazanci
Keyword(s):  
Higher Education ◽  
Instructional Technology ◽  
Needs Assessment ◽  
Mobile Devices ◽  
Lesson Plan ◽  
Computer Education ◽  
Needs Analysis ◽  
Development Study ◽  
Basic Strategy ◽  
Faculty Of Education

The aim of this study is to develop a lesson plan for the “Graphics and Animation in Education” course lectured in the department of Computer Education and Instructional Technology (CEIT). For this purpose, a “Needs Analysis Form for Graphics and Animation in Education Course” that includes open ended questions is produced by the program specialist and the researchers. The needs analysis form was applied to 10 instructors who have taught this course in the faculty of education. In the light of the findings derived from the needs analysis; the purpose of graphics and animation in education course was determined as: “creating e-materials which specifically comprise interactive features in order to use at various levels of education and providing students the skills to adapt these materials to be used in mobile devices”. The basic strategy to use for this course is stated as “Expository” and during the course demonstration and question-and-answer methods are used. As a result, a lesson plan was developed for a unit of the graphics and animation in education course.

scholarly journals Accessibility and Acceptability of The BMI Model at Institute of Teacher Training and Pedagogy

2018 ◽  
Author(s):  
Hansi Effendi ◽  
Z Mawardi Effendi ◽  
Hastria Effendi
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Research And Development ◽  
Blended Learning ◽  
Mobile Devices ◽  
Mobile Phones ◽  
Learning Model ◽  
Survey Method ◽  
Face To Face ◽  
Face To Face Learning

This reasearch aimed to analyze the accessibility and acceptability of Blended Mobile Instruction Model (BMIM) at Universitas Negeri Padang. The BMIM model is a kind of blended learning model which mix face-to-face learning in the classroom with online learning which uses mobile devices such as mobile phones and tablets. This article based on the result of the first of step of the research and development (R & D) which used Borg and Gall prosedures. The accessibility of BMIM was studied from three aspects: (1) ownership of mobile devices by lecturers, (2) ownership of mobile devices by students, and 3) the availability of online facilities owned by universities. While the acceptability of the model was measured by using the perception scale which is consisted of four components: (1) the knowledge, (2) the practical value, (3) the interest value, and (4) the difficulties of lecturers and students about BMIM. This research was conducted by using survey method with 100 respondens. This research found out that accessibility and acceptability of BMIM are very good. So the possibility of using BMIM as one of the alternative learning model at UNP in the future is very possible.

scholarly journals Supporting Student-Initiated Mobile Device Use in Online Learning

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Karen Milheim ◽  
Christy Fraenza ◽  
Kim Palermo-Kielb
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mobile Devices ◽  
Mobile Device ◽  
Online Courses ◽  
Ease Of Use ◽  
Future Research ◽  
Course Materials ◽  
Need Support ◽  
Device Use

Understanding the experiences of students who self-initiate mobile device use for online courses or course-related activities provides institutions with valuable insights. In this study, we report how students enrolled in online courses in higher education voluntarily used mobile devices for their coursework and course-related activities, the challenges in using these devices, and how they managed those challenges. We surveyed 103 college students enrolled in one or more fully online courses regarding their habits in using mobile devices for online learning. Findings reveal most participants use mobile devices for convenience, portability, and overall ease of use. The way the devices are used for course-related activities varies, however, with reasons ranging from taking notes and reading course materials, to downloading those materials, communicating, socializing, and other purposes. Challenges when using these devices often relate to access issues and overall limitations of the technology. Yet, despite these limitations, some reported that, depending on the task, even though using a mobile device often took longer compared to a laptop or PC, the convenience of using it was a greater benefit. Participants were surveyed about their experiences prior to the COVID-19 pandemic, providing additional perspectives for possible future research focused on emergency circumstances to remote teaching or alternative forms of instruction. Additionally, this study provides a foundation of how and why students choose to use mobile devices for coursework and in what ways they may need support from their institutions related to their use.

scholarly journals Pelatihan Mendesain Pembelajaran Daring Menarik Selama Pandemi Covid-19 dengan Teknologi Pembelajaran Sederhana

2020 ◽  
Vol 4 (4) ◽  
pp. 588-595
Author(s):  
Adaninggar Septi Subekti ◽  
Lemmuela Alvita Kurniawati
Keyword(s):  
Online Learning ◽  
Instructional Technology ◽  
High School Teachers ◽  
Community Service ◽  
Sudden Change ◽  
Material Design ◽  
Learning Design ◽  
Synchronous Learning ◽  
Learning Modes ◽  
Online Seminar

This community service was carried out to provide assistance to the situation experienced by English high school teachers in the sudden change of the learning modes due to the Covid-19 pandemic. It was conducted in the form of an online seminar on how to design interesting online learning by using simple instructional technology and how to combine asynchronous and synchronous learning modes. The 150-minute-online seminar was held on the Zoom platform and YouTube livestreaming. The session was divided into three main parts, namely 1) introduction of the 5E framework for online learning, 2) examples of material design using simple instructional technology, and 3) examples of simple instructional technology. In general, it can be concluded that this community service not only provided an introduction and understanding of online learning design with simple instructional technology, but also enhanced the participants' pedagogical knowledge of online learning design.

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