Mobile Classrooms: Using Mobile Devices to Enhance BSW Education

2013 ◽  
Vol 18 (Supplement 1) ◽  
pp. 17-32
Author(s):  
Stephen Baldridge ◽  
Amanda McAdams ◽  
Alex Reed ◽  
Alexandra Moran
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Classroom Environments ◽  
Face To Face ◽  
Teaching Content ◽  
Traditional Teaching Methods ◽  
Mobile Classrooms

Like the state of technology worldwide, the construct of mobile learning is constantly evolving. Mobile learning and remote teaching are gaining momentum and popularity in higher education, but little research has been done to examine their efficacy. With the use of mobile devices both in and out of the classroom becoming more prevalent, it is essential to examine the effectiveness of their use. This study compared the use of mobile learning and remote teaching (teaching content to students outside traditional face-to-face settings) with that of traditional teaching methods. Using mobile devices and social media, this study examined whether social work curriculum could be taught effectively to students outside static online or classroom environments.

scholarly journals The Grounds for Higher Education Teachers to Engage in MOOC Development Projects

2020 ◽  
Vol 22 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Lecture Hall ◽  
Development Projects ◽  
Traditional Teaching ◽  
Massive Open Online ◽  
Professional Networks ◽  
Traditional Teaching Methods

AbstractThe conditions for higher education teachers operating in a technology-enhanced education setting and an open educational context – such as Massive Open Online Courses (MOOCs) – are different when compared to traditional teaching methods (e.g. in a lecture hall). This study investigates the grounds for 20 teachers at Swedish Higher education institutions to be involved in MOOC development projects. Six categories are found and described; including curiosity, merits, teaching development, flexibility, as well as the possibility to disseminate their research and expand their professional networks. Interviewees believed that the work was a viable way to strengthen their research portfolio, while also making a limited effort for teaching, enhancing the dissemination possibilities and strengthening their research networks.

Quality Enhancement for Mobile Learning in Higher Education

2015 ◽  
pp. 167-182 ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Course Design ◽  
Online Courses ◽  
Open Educational Resources ◽  
Face To Face ◽  
Design Learning ◽  
E Learning ◽  
Education Today

Students entering higher education today have grown up with the Internet and mobile devices. Thus, there is a need for universities to offer a greater mix of face-to-face and online learning possibilities, such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) that allow individuals to access education anywhere, anytime, and to have it personalized through apps. This chapter focuses on mobile learning (M-learning) in open learning educational arenas and contexts. The author defines M-learning and the usefulness of M-learning in education. Then some examples of mobile devices and principles of M-learning are given, and some design examples of M-learning are presented. Next, the advantages and the use of M-learning in education are discussed. As quality of e-learning and M-learning is a complex subject, this chapter focuses mainly on quality and a frame of reference to understand M-learning dimension concerns as course design, learning design, and media design and content. Consistent layout and design, clear organization, presentation of information, consistency, easy-to-use navigation, and aesthetically pleasing design and graphics are dimensions that also have to be taken into consideration. It is argued in this chapter that security, accessibility, interactivity, flexibility, personalization, and the devices and interfaces are the main quality dimensions. In the final section, challenges and conclusions are discussed.

scholarly journals E-PORTFOLIO AS AN INNOVATIVE FORM OF MOBILE LEARNING

2020 ◽  
Vol 22 (74) ◽  
pp. 16-20
Author(s):  
Ju.V. Gutsol ◽  
Keyword(s):  
Mobile Learning ◽  
Teaching Methods ◽  
Electronic Portfolio ◽  
Mobile Technologies ◽  
Traditional Teaching ◽  
Use Of Technology ◽  
Traditional Teaching Methods

The article is focused on the use of technology for creating an electronic portfolio and its variety – a multimedia portfolio. The author reveals the need of using mobile technologies in combination with the traditional teaching methods using the example of Portfolio technology. The article describes in detail the types of Portfolios, the main features of its creation, as well as an example of using the main types of Language portfolios on the English lesson.

scholarly journals Teaching Software Engineering with Gamification Elements

2018 ◽  
Vol 11 (1) ◽  
pp. 48
Author(s):  
Sigrid Schefer-Wenzl ◽  
Igor Miladinovic
Keyword(s):  
Higher Education ◽  
Software Engineering ◽  
Blended Learning ◽  
Teaching Methods ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Study Program ◽  
Traditional Teaching Methods ◽  
Method Mix ◽  
Learning Concept

Students of software engineering courses in higher education often experience a lack of motivation, partly caused by traditional teaching methods. In our study program we introduced a novel blended learning concept with threefold gamification elements for teaching software engineering. In this paper we present the teaching method mix with particular focus on the integration of three gamification elements to increase students’ engagement.

scholarly journals Application status and progress of experiential teaching in nursing teaching

2020 ◽  
Vol 9 (5) ◽  
pp. 105
Author(s):  
Guigui Zhao
Keyword(s):  
Nursing Staff ◽  
Teaching Methods ◽  
Medical System ◽  
Traditional Teaching ◽  
Experiential Teaching ◽  
Teaching Content ◽  
Traditional Teaching Methods ◽  
Nursing Professionals ◽  
Quality Of Nursing

Nursing staff play a very important role in the modern medical system, and nursing is the key teaching content for training nursing professionals. There are many problems in traditional nursing teaching due to various limitations, which greatly affect the effectiveness of nursing teaching. Experiential teaching can make up for the shortcomings of traditional teaching methods, effectively improve the quality of nursing teaching, and further improve the nursing teaching system. This article analyzes the application status of experiential teaching in nursing teaching, and further elaborates the research on the progress of experiential teaching in nursing teaching.

Quality Enhancement for Mobile Learning in Higher Education

2015 ◽  
pp. 2092-2107
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Course Design ◽  
Online Courses ◽  
Open Educational Resources ◽  
Face To Face ◽  
Design Learning ◽  
E Learning ◽  
Education Today

Students entering higher education today have grown up with the Internet and mobile devices. Thus, there is a need for universities to offer a greater mix of face-to-face and online learning possibilities, such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) that allow individuals to access education anywhere, anytime, and to have it personalized through apps. This chapter focuses on mobile learning (M-learning) in open learning educational arenas and contexts. The author defines M-learning and the usefulness of M-learning in education. Then some examples of mobile devices and principles of M-learning are given, and some design examples of M-learning are presented. Next, the advantages and the use of M-learning in education are discussed. As quality of e-learning and M-learning is a complex subject, this chapter focuses mainly on quality and a frame of reference to understand M-learning dimension concerns as course design, learning design, and media design and content. Consistent layout and design, clear organization, presentation of information, consistency, easy-to-use navigation, and aesthetically pleasing design and graphics are dimensions that also have to be taken into consideration. It is argued in this chapter that security, accessibility, interactivity, flexibility, personalization, and the devices and interfaces are the main quality dimensions. In the final section, challenges and conclusions are discussed.

What Was Good for the Goose Is No Longer Good for the Goslings

2011 ◽  
pp. 181-210
Keyword(s):  
Real World ◽  
Teaching Methods ◽  
Learner Control ◽  
Traditional Teaching ◽  
Online Environment ◽  
Face To Face ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Good For

Traditional teaching methods are outmoded. The face-to-face environment cannot be transferred online. It can only be effective if the design is learner-centric, providing opportunities for different types of interaction, flexibility, choice, collaboration, real-world skills, and learner control. The role of cyber educators is changing from a facilitator to a partner in learning. Learning in the online environment is a reciprocal exchange of knowledge between members of the community, as well as between the instructor and the learner.

AComparing ’Ex catedra’ and IT-Supported Teaching Methods and Techniques: Policy of Teaching Practice/Usporedba ex catedra i računalno potpomognutih metoda i tehnika poučavanja: politika nastavne prakse

2014 ◽  
Vol 16 ◽  
Author(s):  
Marina Dobrota ◽  
Slađana Benković
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Teaching Styles ◽  
Factual Knowledge ◽  
Traditional Teaching ◽  
Teaching Techniques ◽  
Traditional Teaching Methods ◽  
Methods And Techniques

AbstractTeaching at higher education institutions in Serbia still relies on traditional ex catedra methods and is mostly based on acquiring factual knowledge, which discourages student participation in the learning process, as well as any initiative on their part. The aim of the paper is to point to the implementation of the traditional ex catedra versus the use of IT-supported teaching methods and techniques. The underlying idea is that professors abilities depend on their familiarity with different teaching methods and techniques, their knowledge of a foreign language, and the use of ICT. The data analysis has confirmed that teachers do differ from each other with respect to their academic titles: senior teachers (associate and full professors) use traditional methods more frequently than younger teachers do. In general, all teachers should incorporate modern trends into their teaching styles, since traditional teaching methods and techniques are used more often than IT-supported ones.Key words: IT-supported teaching; teaching methods; teaching techniques; traditional ex catedra teaching; universities in Serbia---SažetakNa visokokolskim institucijama u Srbiji poučavanje se jo uvijek oslanja na tradicionalne ex catedra metode, većinom se temelji na usvajanju činjeničnoga znanja, čime se studenti obeshrabruju od sudjelovanja u procesu učenja i poduzimanja inicijative. Cilj ovoga rada jest uputiti na upotrebu tradicionalnog ex catedra poučavanja u usporedbi s računalno potpomognutim metodama i tehnikama poučavanja. Smatra se da sposobnosti nastavnika ovise o njihovu poznavanju različitih metoda i tehnika poučavanja, znanja stranoga jezika i upotrebe informacijsko-komunikacijskih tehnologija. Analiza rezultata potvrdila je da se nastavnici međusobno razlikuju s obzirom na akademska zvanja: iskusniji nastavnici (izvanredni i redoviti profesori) čeće se koriste tradicionalnim metodama od njihovih mlađih kolega. Općenito, svi bi nastavnici trebali uključiti moderne trendove u svoje stilove poučavanja, s obzirom na to da se tradicionalne metode i tehnike koriste čeće od onih računalno potpomognutih.Ključne riječi: metode poučavanja; računalno potpomognuto poučavanje; sveučilita u Srbiji; tehnike poučavanja; tradicionalno ex catedra poučavanje.

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