Pedagogical Hesitations in a Mobile Technology Rich Learning Environment. A Self-Study of Redefining Expertise.

2016 ◽  
pp. 117-131
Author(s):  
Constanza Tolosa ◽  
Rena Heap ◽  
Alan Ovens ◽  
Dawn Garbett
Keyword(s):  
Learning Environment ◽  
Mobile Technology ◽  
Self Study

scholarly journals Open Calculus: A Free Online Learning Environment

2011 ◽  
Vol 4 (12) ◽  
Author(s):  
Jane Korey ◽  
Kim Rheinlander ◽  
Dorothy Wallace
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Environment ◽  
Dartmouth College ◽  
Online Learning Environment ◽  
Online Homework ◽  
Experimental Control ◽  
Instructional Videos ◽  
Written Text ◽  
Self Study

Dartmouth College mathematicians have developed a free online calculus course called "Open Calculus." Open Calculus is an exportable distance-learning/self-study environment for learning calculus including written text, nearly 4000 online homework problems and instructional videos. The paper recounts the evaluation of course elements since 2000 in two experimental/control course situations involving nearly 300 students.

Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences

2021 ◽  
pp. 1228-1245
Author(s):  
Courtney K. Baker ◽  
Margret Hjalmarson
Keyword(s):  
Decision Making ◽  
Learning Environment ◽  
Teacher Leaders ◽  
Learning Opportunities ◽  
Specific Interactions ◽  
Student Interactions ◽  
Synchronous Learning ◽  
Self Study ◽  
Collaborative Learning Environment ◽  
Instructional Decision

This article brings together the results of a self-study conducted by two instructors of the same course for mathematics teacher leaders in a synchronous online learning environment using the videoconferencing tool Blackboard Collaborate. The combined self-study focused on the authors' instructional decision-making and on their use of scaffolded discourse to create a collaborative learning environment for teacher leaders in mathematics education. Findings indicate that two specific interactions were emphasized to highlight student engagement within the course: student-student interactions and student-content interactions. Results challenge the perception of participation as engagement and suggest the value of creating purposefully planned learning opportunities to engage students in online synchronous learning.

scholarly journals Affordances for cultural adjustment of international students learning Chinese as a second language in a mobile-assisted learning environment

2019 ◽  
pp. 124-129
Author(s):  
Shixin Dong ◽  
Li Cheng ◽  
Liu Dong ◽  
Guanzhen Wu
Keyword(s):  
Second Language ◽  
International Students ◽  
Learning Environment ◽  
Mobile Technology ◽  
Cultural Adjustment ◽  
Cultural Knowledge ◽  
Specific Situation ◽  
Mobile Learning Environment ◽  
Depth Interviews ◽  
Online Group

The purpose of the study is to understand the mobile-assisted learning situation of international students in China from the perspective of cultural adjustment and explore the affordances for cultural adjustment of these students in this specific situation. This study investigated eight students learning Chinese as a second language in a university in Beijing and using mainly WeChat, a mobile technology. Qualitative methods were employed in this study. The researchers followed the students for three months (from September to November 2018) and collected all the online messages in the WeChat online group. Moreover, eight one-hour in-depth interviews with participants were conducted. Results showed that the characteristics of the international students’ cultural adjustment in the mobile learning environment are universality, consciousness and unconsciousness, and interactivity. In addition, three affordances were identified: resources on Chinese linguistic and cultural knowledge, ways to obtain social support, and ways to relieve stress. Finally, two suggestions for international students are proposed.

scholarly journals Developing a Public Online Learning Environment for Crisis Awareness, Preparation, and Response

2017 ◽  
Vol 9 (2) ◽  
pp. 18-36
Author(s):  
Liz Bacon ◽  
Lachlan M MacKinnon ◽  
Avgoustinos Flippoupolitis ◽  
David Kananda
Keyword(s):  
Learning Environment ◽  
Disaster Preparedness ◽  
Pilot Trial ◽  
Research Work ◽  
Online Learning Environment ◽  
Crisis Preparedness ◽  
Training Environment ◽  
The Public ◽  
Self Study ◽  
Innovative System

This article describes the design and development of an online immersive learning environment focused on enhancing the general public's awareness of, and preparation for, crisis situations. This research has sought to answer the question “Is it possible to develop a timeline based immersive and engaging training environment for mass self-study education in crisis preparedness?” The system developed is based on the Pandora+ training environment and integrates original collaborative European research work carried out on eLearning and Crisis Management over the last ten years. The research reported here not only describes the design of the Pandora+ training environment but also the outputs from a pilot trial in Lisbon run by the POP-ALERT EU FP7 project. Where appropriate, the results were also compared to those from a large EU survey on crisis preparedness and attitudes, also undertaken within POP-ALERT. The results of this article have resulted in an original and innovative system that has significant potential to transform the education of the public in disaster preparedness.

scholarly journals Active Learning Multi-Strategies

2020 ◽  
Vol 10 (1) ◽  
pp. 87-94
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Cross Sectional ◽  
First Semester ◽  
Effective Learning ◽  
Multiple Strategies ◽  
Self Study ◽  
Cross Sectional Design

The competitive educational environment and globalization promote the adoption of multiple strategies that instill effective learning. Embracing different learning strategies helps keep the students focused and engaged. Not only this, but it also helps to evaluate the grey areas in their learning. The active learning improves student’s engagement and helps develop a conducive learning environment. Given this, the study investigates the effectiveness of active learning in computer science (CS) students. Primarily, it illustrates the active learning multi-strategies and how they positively contribute to the learning environment. A cross sectional design is used following a quantitative approach. The data is gathered from 74 students through a survey using a close-ended questionnaire. These students were enrolled in two different semesters, which was then statistically analyzed. Results showed that self-study improved the students learning outcomes by 77% for first semester students and by 78% for second-semester students. Effectiveness of peer review was 72% and 70%, while for clickers, it was 62% and 63%, respectively. The use of multi-strategies is instrumental in improving students learning. Such as, it helps increase learners’ knowledge, confidence, and constructive interaction in the classroom setting.

Use of Mobile Technology at Montclair State University

2010 ◽  
pp. 292-308
Author(s):  
Patricia Kahn ◽  
Edward Chapel
Keyword(s):  
Learning Environment ◽  
Mobile Technology ◽  
High Speed ◽  
Teaching And Learning ◽  
State University ◽  
Innovative Teaching ◽  
Qualitative Survey ◽  
Technology Service ◽  
Rich Media ◽  
Survey Results

Educators strive to develop innovative teaching strategies to meet the expectations of digital natives that are accustomed to social networking environments. The Campus Connect project at Montclair State University, which began in the fall 2005 semester, provided an innovative mobile technology service, in order to meet these expectations. The program, which included a custom designed, high speed, rich media and GPS (location based services) capable cellular network as well as a rich array of cell phone based applications enabled students to customize their mobile phone for 24/7 access to the University’s teaching and learning, information, and administrative resources. This chapter will describe the growth and evolution of the Campus Connect program and the applications that were frequented by the student population on mobile technology through this innovative program. In addition, a description of how these applications enhanced the learning environment will be provided as well as the changes the program underwent in order to best suit the demands of the changing population of students. Quantitative and qualitative survey results are offered to describe the student’s reaction to using mobile technology in a learning environment as well as identify those applications that students utilized most often. Based on these results, recommendations for future iterations of the Campus Connect program will be provided, which can be used as a guide for administrators who may be contemplating comparable mobile technology programs at their institutions.

Collaborative Learning in a Mobile Technology Supported Classroom

2008 ◽  
pp. 270-285
Author(s):  
Siu Cheung Kong
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Architectural Design ◽  
Procedural Knowledge ◽  
Research Approach ◽  
Web Based ◽  
Pedagogical Design ◽  
Mobile Learning Environment

This chapter introduces the migration of a Web-based cognitive tool (CT) for the generation of procedural knowledge about mathematical fractions from a desktop version to a mobile version. It aims to provide insight into the potential of human-computer interaction in mobile learning environments to encourage reciprocal tutoring and foster collaborative learning. A collaborative mobile learning environment is designed using a design-based research approach. A Web-based CT for learning the concept of fraction equivalence is improved and modified to suit the environment as applied to a mobile technology supported classroom. This chapter first delineates the theoretical design approach and empirical design methodology that underlie the migration exercise, and then discusses the architectural design of artifacts and the pedagogical design of learning activities to shed light on the development and application of mobile technology in a classroom learning environment.

From the learning diary to the ELP: An e-portfolio for autonomous language learning

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Greta Bertolotti ◽  
Micol Beseghi
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Crucial Role ◽  
Reflective Learning ◽  
Online Version ◽  
Self Assessment ◽  
Study Programme ◽  
Self Study ◽  
Diary Writing ◽  
The University

AbstractIn 2011 the Language Centre of the University of Parma introduced a self-study programme aimed at creating an autonomy-inspired language learning environment. Students are actively engaged in the management of their own learning and co-directed by advisors and teachers in the phases of planning, monitoring and assessment. Reflective diary writing has played such a crucial role in the programme that it was decided to extend the learner diary and implement the ELP. The model used is an online version of the canonical ELP (Little and Perclová 2001), consisting of a language passport, a language biography and a dossier; it is based on the principles of reflective learning, self-assessment and learner autonomy (Little et al. 2011,

scholarly journals STUDENT COACHING FOR RETENTION IN A DISTANCE LEARNING ENVIRONMENT

2009 ◽  
Vol 4 (2) ◽  
pp. 86-96
Author(s):  
Tamar Benaya ◽  
Ela Zur
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Teaching Method ◽  
Education Institution ◽  
Admission Policy ◽  
Web Based ◽  
Self Study ◽  
New Students ◽  
Distance Learning Environment ◽  
Learning Institutions

The Open University of Israel (OUI) is a higher education institution with an open admission policy which is based solely on distance learning and self-study. The teaching method practiced at the OUI is a combination of traditional and web-based distance learning. One of the issues of great concern in all institutions and even to a greater extent in open and distance learning institutions is student retention. In an attempt to deal with this problem, the OUI decided to embark on a Retention Project which aim is to help new students to overcome the hardships of the first course. The new students were offered to be paired up with senior students who would accompany and coach them throughout their first semesters. This paper describes the Retention Project, and it presents results concerning the performance of the coached students, their retention at the OUI and the means of communication used by the coached students and their coaches in a distance learning environment.

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