Mobile learning as an active didactic strategy in the teaching-learning process

2021 ◽  
Author(s):  
Rubi Estela Morales Salas ◽  
Pedro Rene Rodriguez Pavon
Keyword(s):  
Mobile Learning ◽  
Learning Process ◽  
Teaching Learning

AIM-Mobile Learning Platform to enhance the teaching-learning process using smartphones

2018 ◽  
Vol 26 (5) ◽  
pp. 1753-1768 ◽  
Author(s):  
Noemí Merayo ◽  
Inés Ruíz ◽  
Jorge Debrán ◽  
Juan C. Aguado ◽  
Ignacio de Miguel ◽  
...  
Keyword(s):  
Mobile Learning ◽  
Learning Process ◽  
Learning Platform ◽  
Teaching Learning

scholarly journals DEVELOPMENT OF MOBILE-LEARNING MEDIA ON BASIC ELECTRICITY AND ELECTRONICS SUBJECT

2020 ◽  
Vol 3 (1) ◽  
pp. 14-19
Author(s):  
Mery Sumiati ◽  
Fahmi Rizal ◽  
Muhammad Anwar
Keyword(s):  
Research And Development ◽  
Mobile Learning ◽  
Learning Process ◽  
Time Allocation ◽  
Development Research ◽  
Student Responses ◽  
Is Research ◽  
Teaching Learning

in the learning process of basic electricity and electronics subject, students face problems in understanding the material because it is considered as difficult without supported of adequate media. Then, the time allocation for basic electricity and electronics learning in the classroom is only four hours in a week, thus the material delivering is considered as not optimally to students. Therefore, teaching learning process needs to be supported by suitable and adequate media. The purpose of this research is mobile based learning media that is valid, practical and effective for Basic Electricity and Electronics subjects. The method of this research is Research and Development (R&D). This research and development used the Borg and Gall model that consists of several stages. The instrument used in this research is validation questionnaire that was given to material experts and media experts. The results obtained from this development research are a learning media based on mobile learning in the Basic Electricity and Electronics subjects. Based on research developed media are valid media, with the results of media validation of 0.84 and material validation of 0.74. The practical value of the results of the teacher's response of 94% and student responses of 84.24% were categorized very practical. From the posttest scores students get effective results that is 0.00 which is smaller than 0.005 which means that it is significant from the value of the experimental class and the control class.

scholarly journals MOBILE-LEARNING FEEDBACK AND STUDENTS’ SELF- EFFICACY IN NEW NORMAL POST COVID-19

2020 ◽  
Vol 3 (2) ◽  
pp. 39
Author(s):  
Nurul Hidayah
Keyword(s):  
Mobile Learning ◽  
Learning Process ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Video Feedback ◽  
Learning Method ◽  
New Normal ◽  
Face To Face ◽  
Teaching Learning ◽  
Education Process

Nowadays, we live in a digital age and New Normal of COVID-19. There is a massive migration of face-to-face teaching learning method to online or mobil- teaching and learning. It is required to do a physical distancing among school members to stop the spreading of the COVID-19. Mobile-learning is a must to keep education process continue while we remain to stay at home. The successful of mobile teaching and learning process depends on several aspects, one of them is students’ self-efficacy.  Students’ self-efficacy determines how hard students try to accomplish the task given and to the extent students commit taking  part in the mobile learning process during this pandemic COVID-19. It also determines to what extent students want to challenge themselves. To sum up, self-efficacy plays a crucial role in students’ achievement using mobile-learning method during this pandemic era. There is a significant relationship between feedback and self-efficacy. Therefore, educationalist is suggested to provide mobile-learning feedback to enhance students’ self-efficacy to keep the students commit to taking part in the teaching-learning process. An elaborated feedback affected students’ self-efficacy more although it is only a video feedback.

scholarly journals AIM-Mobile Learning Platform 3.0: Design of new functionalities to integrate smartphones in the teaching-learning process

2017 ◽  
Author(s):  
Noemí Merayo ◽  
Alberto Medina ◽  
Guillermo Goyanes ◽  
Ignacio De Miguel ◽  
Juan Carlos Aguado ◽  
...  
Keyword(s):  
Mobile Learning ◽  
Learning Process ◽  
Evaluation System ◽  
Student Response ◽  
Learning Platform ◽  
Multimedia Resources ◽  
Continuous Progress ◽  
High Flexibility ◽  
Teaching Learning ◽  
Self Learning

The combination of Learning Management Systems (LMS) with smartphones is gaining importance in Higher Education studies. Therefore, we have designed a responsive virtual environment, AIM-Mobile Learning Platform, focus on integrating smartphones in class. It permits teachers to send real time questions and learning packets with multimedia resources to students through their smartphones. As the environment instantaneously processes every student response their continuous progress is automated. Moreover, the environment permits to manage teachers, subjects and students by means of a generic interface that can be applied in many educational disciplines. The new version includes more functionalities to promote their consolidation in Education. It integrates an installation and configuration package to provide high flexibility for Institutions as they can intall it in their own servers. Besides, we have complemented the existing quantitative evaluation system with a qualitative functionality based on positives and negatives taking into account the participation of students in class. Finally, the new version allows students to design questions with the aim to build knowledge. These strategies seek to increase the motivation, implication and attention of students in subjects, promoting a constant feedback inside class, which helps students to be more conscious of their self-learning process.

scholarly journals The state of mobile learning supported by gamification and augmented reality in higher education institutions across three continents

2020 ◽  
Vol 20 (1) ◽  
pp. 130-147
Author(s):  
Natércia Felgueiras Seabra Durão ◽  
Fernando Moreira ◽  
Maria João da Silva Costa Ferreira ◽  
Carla Santos Pereira ◽  
Nagaletchimee Annamalai
Keyword(s):  
Higher Education ◽  
Augmented Reality ◽  
South America ◽  
Mobile Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Technologies ◽  
Southern Europe ◽  
Voice Communications ◽  
Teaching Learning

The pervasive digitization is now a reality for organizations and society at large. In the last decade, for example, smartphones have been gradually transforming their scope from just voice communications providers to powerful media and computing devices. This transformation has led to a growth in business initiatives, namely in the services provision through mobile applications. In this context, higher education as an organization and part of society is compelled to change its operant mode in general and in particular in the teaching-learning process making it more digital and at the same time more motivating for students. The aim of this study is to investigate the perception that higher education professors in the area of technology, across Southern Europe, South America, and Asia have about the use of mobile technologies such as gamification and augmented reality and how they can be used to promote student’s engagement inside and outside of the classroom.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

MENGANALISA SIKAP SEBAGAI UPAYA UNTUK MENGIDENTIFIKASI KEBERHASILAN MAHASISWA IPDN

2019 ◽  
Vol 4 (2) ◽  
pp. 25-37
Author(s):  
Aam Alamsyah
Keyword(s):  
Learning Process ◽  
Potential Success ◽  
Increasing Demand ◽  
Teaching Learning ◽  
Objective Description

This article highlights attitudinal analysis which can be used to predict the students’ accomplishment in their study. Analyzing the learners’ attitudes can possibly improve the validity of evaluation which is generally conducted by both lecturers and administrators either during the recruitment or in the teaching/learning process. Besides, this attempt can also be used to predict the students’ potential accomplishment when learning in IPDN. Attitude, which is commonly defined as a behavioral tendency to act in certain patterns, is very important to be analyzed in order to allow the lecturers to have more objective description of the students’ behavior and their potential accomplishment. If this thoroughly applied, attitudinal analysis will not only allow the lecturers and other related staffs to evaluate the good quality candidates, but also allow them to assess the students’ potential success. In line with the continuously increasing demand of the society toward the officials who have more integrity, analyzing attitudes can help select those having good quality, more integrity, and being more prepared in serving the society.

Implementing Life Skill Education Strategies In Teaching Learning Process

2011 ◽  
Vol 1 (5) ◽  
pp. 57-59
Author(s):  
R. Kalaiselvi R. Kalaiselvi ◽  
◽  
Dr. A. Palanisamy Dr. A. Palanisamy ◽  
Dr. A R. Saravanakumar Dr. A R. Saravanakumar
Keyword(s):  
Learning Process ◽  
Life Skill ◽  
Teaching Learning
Sign in / Sign up

Export Citation Format

Share Document