Effect of Mobile Devices and Software in Collaborative Learning Smart Classroom on Students’ Learning Motivation

2021 ◽  
Author(s):  
Chen Guo ◽  
Ying Huang
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Learning Motivation ◽  
Smart Classroom

scholarly journals Design of a Smart Classroom with Audio Visual (AV) Infrastructure for academic institutions to Enable Collaborative Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 378-381
Keyword(s):  
Collaborative Learning ◽  
Public Spaces ◽  
Interactive Learning Environment ◽  
Smart Classroom ◽  
Shared Space ◽  
Effective Manner ◽  
Class Room ◽  
Primary Focus ◽  
Smart Classrooms ◽  
Technological Platforms

Smart classrooms are basically the rooms wherein students come together in a shared space to construct, manipulate, and negotiate meaning around a canvas. This enables collaborative learning in the most effective manner. The environments become immersive learning happens on walls, desks, tables, and in conversations. The interactive surfaces become shared perceptual spaces where students discuss meaning and clarity and come to a collective understanding. When there is an environment with touch screens dedicated to creating opportunities for shared perceptual meaning, the students could dig down and construct knowledge in a deeper way. If you want students exchanging, collaborating, and talking synchronously in class then shared public spaces should be the primary focus of work. There are many techniques and options for setting up a smart classroom. Depending on the requirement and fund availability, the features and technology can be chosen. The requirements in a school would be less in terms of cost and technology as the school student would not be much well versed with the technological platforms. In this paper we have discussed about a smart class room that could provide an automated interactive learning environment for a modernized classroom of a school.

scholarly journals Students as storytellers: mobile-filmmaking to improve student engagement in school science

2019 ◽  
Vol 18 (05) ◽  
pp. A04 ◽  
Author(s):  
Kaitlyn Martin ◽  
Lloyd Davis ◽  
Susan Sandretto
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Mobile Devices ◽  
Science Communication ◽  
Communication Strategies ◽  
School Science ◽  
School Experience ◽  
Science Technology ◽  
Successful Science ◽  
Literate Society

Student engagement is an important predictor of choosing science-related careers and establishing a scientifically literate society: and, worryingly, it is on the decline internationally. Conceptions of science are strongly affected by school experience, so one strategy is to bring successful science communication strategies to the classroom. Through a project creating short science films on mobile devices, students' engagement greatly increased through collaborative learning and the storytelling process. Teachers were also able to achieve cross-curricular goals between science, technology, and literacy. We argue that empowering adolescents as storytellers, rather than storylisteners, is an effective method to increase engagement with science.

Exploring the Challenges of Supporting Collaborative Mobile Learning

2011 ◽  
Vol 3 (4) ◽  
pp. 54-69 ◽  
Author(s):  
Jalal Nouri ◽  
Teresa Cerratto-Pargman ◽  
Johan Eliasson ◽  
Robert Ramberg
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Collaborative Problem Solving ◽  
Learning Activity ◽  
Task Structure ◽  
Related Information ◽  
Collaborative Skills ◽  
Task Structures ◽  
Asymmetrically Distributed

Mobile technology opens up opportunities for collaborative learning in otherwise remote contexts outside the classroom. A successful realization of these opportunities relies, however, on mobile learning activities providing adequate collaboration structures. This article presents an empirical study aimed at examining the role played by mobile devices, teachers and task structures as a means for collaborative learning in geometry. The study focused on the analysis of the nature of collaboration that unfolded when students measured areas outdoors in the field. The analysis of the mobile learning activity was conducted from an Activity theory perspective. The findings obtained indicate that the collaboration observed may be impaired if: 1) the functionalities needed for collaborative problem-solving are asymmetrically distributed on a number of mobile devices; 2) task-related information is not accessible to all learners; 3) the task structure is not sufficiently complex; 4) teacher scaffolding is too readily available; and 5) necessary collaborative skills are not developed.

Promoting Virtual Collaborative Learning with the Use of Mobile Devices

2020 ◽  
pp. 32-43
Author(s):  
Despo Ktoridou ◽  
Elli Doukanari
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Process

With the ubiquity and rapidly expanding functionality of mobile technologies, educational institutions have the potential to improve and facilitate learning. More and more educators are employing communication, collaboration and sharing tools and resources to make learning more accessible, equitable, personalized and flexible for students everywhere. This study investigates the implementation of Cloud-Based Student-Centered Learning (CBSCL) environment with the use of mobile devices in an MIS course. For the purpose of the study, the data were elicited through students' focus groups and the lecturer's notes on CBSCL as a virtual learning environment. The data were examined based on content analysis. The results indicate that CBSCL can be a challenging collaborative learning experience and a motivating approach to teaching and learning; consequently, the students become responsible for their own learning and problem solving process.

scholarly journals Using Mobile Devices to Support Online Collaborative Learning

2010 ◽  
Vol 6 (1) ◽  
pp. 27-47 ◽  
Author(s):  
Santi Caballé ◽  
Fatos Xhafa ◽  
Leonard Barolli
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Rural Areas ◽  
Research Field ◽  
Mobile Technologies ◽  
Computer Supported Collaborative Learning ◽  
Significant Research ◽  
On Line ◽  
Educational Paradigm ◽  
A Minor

Mobile collaborative learning is considered the next step of on-line collaborative learning by incorporating mobility as a key and breakthrough requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Computer-Supported Collaborative Learning has recently grown from a minor research field to significant research projects covering a fairly variety of formal and specially informal learning settings, from schools and universities to workplaces, museums, cities and rural areas. Much of this research has shown how mobile technology can offer new opportunities for groups of learners to collaborate inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies, when specifically applied to collaborative learning activities, are still in its infancy and many challenges arise. In addition, current research in this domain points to highly specialized study cases, uses, and experiences in specific educational settings and thus the issues addressed in the literature are found dispersed and disconnected from each other. To this end, this paper attempts to bridge relevant aspects of mobile technologies in support for collaborative learning and provides a tighter view by means of a multidimensional approach.

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