scholarly journals Pre-Service Teachers' Readiness Levels for Mobile Learning

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Huseyin Bicen ◽  
Burak Demir ◽  
Zohre Serttas
Keyword(s):  
Primary Education ◽  
Mobile Learning ◽  
Special Education Students ◽  
The Other ◽  
Three Dimensions ◽  
Education Students ◽  
Self Directed Learning ◽  
Northern Cyprus ◽  
Technological Tools ◽  
Directed Learning

The purpose of this research is to determine how active the students are participating in the mobile learning process, as well as how active the distance education mobile learning and technological tools are in education due to the Covid-19 epidemic in today's world. determination. With this, the Mobile Learning Readiness Scale adapted by Şata, Çorbacı and Koyuncu (2019) was used in this study. The scale consists of three dimensions: optimism towards mobile learning, self-directed learning and self-efficacy. The participants of the study, on the other hand, consist of 25 Primary Education students and 42 Special Education students who are continuing their education life in the Northern Cyprus. It was concluded that their readiness for mobile learning was high.

scholarly journals The Necessity of Moral Principles in Moral Education

2015 ◽  
Vol 15 (2) ◽  
Author(s):  
EJ Udokang
Keyword(s):  
Moral Education ◽  
The Other ◽  
Analytic Method ◽  
Self Directed Learning ◽  
Proper Place ◽  
Moral Principles ◽  
Other Hand ◽  
Directed Learning ◽  
The One

Many well-meaning parents and teachers are hamstrung in their attempts at moral education of their children and wards. Hence they are caught in some dilemma. On the one hand, if they incline toward the code of conception, they tend to be authoritarian in their approach; if, on the other hand, they favour some variant of the romantic reaction, they may expect that children will go it alone and decide it all for themselves. To overcome this dilemma, there is need for a synthesis of both alternatives. It is precisely the synthesis of these two positions (principles and creativity) that we propose to explore in this paper as a preliminary to any discussion on moral education. With analytic method as a tool, the paper concludes that until a more adequate view of morality which embroils the proper place for both authority and self-directed learning is synthesized, a discourse on moral education will be of no good.

Mobile Learning in Music Education

2017 ◽  
pp. 162-170
Author(s):  
Jason Chen
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Mobile Learning ◽  
Music Teachers ◽  
Cultural Practices ◽  
Financial Burden ◽  
Self Directed Learning ◽  
Digital World ◽  
E Learning ◽  
Directed Learning

To follow up the trends from an Asian perspective in globalization and technology provided by the Core Perspective, this section further discusses the recent development of mobile learning in music education and ICT in music education in Hong Kong. A detailed study of 120 teachers, including 60 in-service and 60 preservice music teachers’ concerns and expectations regarding mobile learning in the music curriculum, was conducted in 2014 and 2015, respectively, in Hong Kong. The top three concerns among teachers were equipment setup, technical support, and financial burden. The top three expectations are e-learning resources, interactive functions, and self-directed learning. This chapter proposes an ecology of ICT in music education as an “outside in-inside out” relationship, where cultural practices involving mobile learning can be brought into the school, enhanced at school, and then fed back into the digital world at large.

scholarly journals Using Apps to Develop Mental Calculation in Primary Education

2020 ◽  
pp. 296-304
Author(s):  
Samuel Gonçalves ◽  
Antonieta Rocha ◽  
João Paz
Keyword(s):  
Primary Education ◽  
Mobile Learning ◽  
Educational Success ◽  
Portable Devices ◽  
Education Students ◽  
Mental Calculation ◽  
Internet Connection ◽  
Mobile Learning Environment ◽  
Feedback Time

This research aimed to evaluate the development of mental calculation in Primary Education students promoting the use of the Calculus app in a mobile learning environment. It was observed that children have and use several portable devices with internet connection demonstrating that they are familiarized with technology. Therefore, the immanent pedagogical potential in technology should be used by educational actors towards educational success promoting immersive, contextualized, and centred student learning. Action research was elected as our methodology with planned classroom sessions for the development of mental calculation. It was found that the use of technological resources served educational intentions presenting advantages regarding motivation, feedback, time, concentration, pedagogical differentiation, evaluation, and productivity. This initiative, although not without difficulties, demonstrates that the School must assume its role of mediation of the use of technological resources for the development of school skills.

Beyond students’ perceptions: investigating learning presence in an educational blogging community

2017 ◽  
Vol 9 (1) ◽  
pp. 129-146 ◽  
Author(s):  
Athanassios Jimoyiannis ◽  
Panagiotis Tsiotakis
Keyword(s):  
Learning Community ◽  
Three Dimensions ◽  
Future Research ◽  
Self Directed Learning ◽  
Content Type ◽  
Directed Learning ◽  
Educational Blogging ◽  
Course Features ◽  
Blended Course ◽  
Learning Presence

Purpose The purpose of this paper is to present an integrated framework for designing and investigating students’ engagement patterns and learning presence in educational blogs. The framework was grounded on the ideas of self-directed and reflective learning, and was applied to analyse students’ blogging activities in the context of an undergraduate course. Design/methodology/approach The proposed research framework was organized along three dimensions: content artefacts, blogging processes and community building. With regard to the methodological tools used, this study integrates content analysis of students’ posts using the framework of community of inquiry, the representation of learning mapping and social network analysis methods. Findings The results have revealed important information about the different ways of students’ engagement and learning presence within the blogging groups, the contribution and the influence each student had, as well as the structure and the cohesion of the learning community developed around the blogging project. Research limitations/implications The findings of this study are limited by the blended course features, the specific sample and the context of implementation. Future research needs to consider and analyse students’ lurking or invisible presence in educational blogging communities. Practical implications This study has yielded promising results with regard to the design of educational blogs in higher education that aim to enhance students’ engagement, reflection, collaboration and self-directed learning. Originality/value The originality concerns the proposed conceptual framework which can guide the design, monitoring and analysis of blogging processes in order to reveal students’ learning presence within self-directed communities of blogging.

scholarly journals Compliance and Creativity: Dilemmas for University Governance

2018 ◽  
Vol 26 (S1) ◽  
pp. S35-S47 ◽  
Author(s):  
Peter Scott
Keyword(s):  
Performance Management ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
The Other ◽  
University Governance ◽  
Massive Open Online ◽  
Self Directed Learning ◽  
Research Systems ◽  
Directed Learning ◽  
The Impact

The contemporary university is subject to two, apparently contradictory, forces. The first is the drive towards the modernisation of its governance and management, often in ways that reflect corporate structures more familiar in the private sector (and other parts of the reformed public sector). This drive has been accompanied by the growth of performance management, both of institutions and individual teachers and researchers; the more prescriptive identification of goals and targets (at the expense, perhaps, of traditional notions of autonomy and academic freedom); and more explicit – and intrusive? – forms of audit, accountability and evaluation. The other force is the development of new modes of learning, a more open curriculum and more distributed patterns of research. Examples include the popularity of (technology-enhanced) self-directed learning, the growth of massive open online courses (MOOCs), the spread of open-source publication and greater emphasis on the impact and application of research. Both forces reflect deep-rooted changes in the nature of modern higher education and research systems, and it would be misleading to see them as always or inevitably in conflict. However, they do pose new dilemmas about how to maintain an appropriate balance between the necessary management of the large, complex and heterogeneous organisations that modern universities have become and their capacity for innovation and creativity.

scholarly journals Mobile Learning Adoption: A perspective from a Form Six Students in Sabah, Malaysia

2020 ◽  
Vol 5 (12) ◽  
pp. 314-332
Author(s):  
Jol Bin Kankok ◽  
Abdul Said Ambotang ◽  
Nurjannah Fatin Amirah Kariming
Keyword(s):  
Technology Acceptance ◽  
Mobile Learning ◽  
Structural Equation ◽  
Self Directed Learning ◽  
Use Of Technology ◽  
Perceived Playfulness ◽  
Effort Expectancy ◽  
Directed Learning ◽  
Self Administered Questionnaire ◽  
Theoretical Foundations

Despite the availability of studies on mobile learning adoption, its theoretical foundations have not yet matured. However, studies on mobile learning adoption in the context of form six student in Malaysia is still very limited. Against this concern, a study was conducted with the aim of investigating factors that could influence the adoption of mobile learning. Based on The Unified Theory of Acceptance and Use of Technology (UTAUT) and two other variables which are Perceived Playfulness and Self-Directed Learning, an empirical structured has been developed to identify predictors of mobile learning. A self-administered questionnaire was adopted and a total of 314 responses were employed for the analysis, using Structural Equation Modelling (SEM). The findings of the analysis revealed that all key constructs (except social influence) affect mobile learning adoption among form six students. Besides that, Self-Directed Learning become the strongest predictor and followed by Effort Expectancy. These findings provide crucial implications for educators and practitioners to take individual characteristic (Self-Directed Learning) into consideration while promoting mobile learning. This study represents one of the few attempts to reveal the extended UTAUT model could be increased explanation power of technology acceptance by the users. Directions for future study are suggested at the end of the paper.

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