scholarly journals Introducing Backchannel Technology into a Large Undergraduate Course | Introduction d’une technologie d’arrière-plan dans un vaste cours de premier cycle

2016 ◽  
Vol 42 (1) ◽  
Author(s):  
Ruth Neustifter ◽  
Tuuli Kukkonen ◽  
Claire Coulter ◽  
Samantha Landry
Keyword(s):  
Mobile Devices ◽  
The Other ◽  
Online Surveys ◽  
Course Content ◽  
Large Lecture ◽  
Class Discussions ◽  
Premier Cycle ◽  
Lecture Courses ◽  
Student Questions ◽  
Grade Average

Backchannel technology can be used to allow students in large lecture courses to communicate with each other and the instructor during the delivery of lecture content and class discussions. It can also be utilized by instructors to capture, summarize, and integrate student questions, ideas, and needs into course content both immediately and throughout the course. The authors integrated backchannel software in one of two sections of a course, leaving the other section as a control; combined, the two sections contained a total number of 871 students. Data was gathered comparing both groups using online surveys and semester grades; results showed that the section using backchannel software had higher class satisfaction and perception of engagement, used their mobile devices more for accessing class content, felt more comfortable participating in class discussions, and had a higher grade average than the section that did not. The authors also explore their own experiences of finding, integrating, and maintaining backchannel technology. La technologie d’arrière-plan peut permettre aux étudiants de grands cours magistraux de communiquer les uns avec les autres et avec l’instructeur durant le cours et les discussions en classe. Les instructeurs peuvent aussi l’utiliser pour saisir, résumer et intégrer les questions, idées et besoins des étudiants dans le contenu du cours, et ce, immédiatement et pendant toute la durée du cours. Les auteurs ont intégré un logiciel d’arrière-plan dans l’une des deux sections d’un cours, faisant de l’autre section son groupe témoin. Ensemble, les deux sections comprenaient 871 étudiants. Des données ont été recueillies pour comparer les deux groupes à l’aide de sondages en ligne et des notes du trimestre. Les résultats ont démontré que la section utilisant le logiciel d’arrière-plan avait une plus grande satisfaction et une meilleure perception de l’engagement, que ses étudiants se servaient de leurs appareils mobiles pour accéder à davantage de contenus, se sentaient plus à l’aise de prendre part aux discussions en classe et avaient une moyenne plus élevée que ceux du groupe qui n’avait pas accès au logiciel. Les auteurs explorent également leurs propres expériences pour trouver, intégrer et entretenir la technologie d’arrière-plan.

scholarly journals Use of a research app in an online opt-in panel: The Netquest case

2021 ◽  
Vol 14 (1) ◽  
pp. 205979912098537
Author(s):  
Melanie Revilla ◽  
Ezequiel Paura ◽  
Carlos Ochoa
Keyword(s):  
Mobile Devices ◽  
Participation Rates ◽  
Online Surveys ◽  
Research Questions

The increasing use of mobile devices in the frame of online surveys has been accompanied by the development of research apps. These research apps have the potential to facilitate the process for respondents (e.g. being able to complete surveys when Internet is not available provides more freedom on when and where participants can participate) and fieldwork companies (e.g. the possibility to use push notifications could lead to higher participation rates). However, previous research suggests that panelists may also be reluctant to install an app. In this study, we answer research questions related to the knowledge and use of the Netquest app. We found that a majority of panelist did not know about the app and although sending invitations significantly increased its installation, the overall total of respondents installing the app remained low. Furthermore, the profile of those who installed the app differs from those who did not. The participation of panelists after they installed the app seems stable. The main reason for installing the app is comfort while the main reason for not installing relates to space/battery usage. Most of those who did not install could accept to install the app.

scholarly journals The Influence of the Frequency of the Internet Use on the Behavioral Relationship Model of the Mobile Device-Based Shopping

2016 ◽  
Vol 11 (6) ◽  
pp. 32 ◽  
Author(s):  
Shwu-Ing Wu ◽  
Rou Jyun Chen
Keyword(s):  
Mobile Devices ◽  
Mobile Device ◽  
Internet Use ◽  
Information Quality ◽  
Positive Influence ◽  
The Other ◽  
The Internet ◽  
Relationship Model ◽  
Significant Positive Influence

<p class="ArticleTitle">In recent years, the increasingly innovative and diverse mobile devices have significantly promoted the mobile device-based shopping. What factors influence this kind of shopping? Will consumers purchase things with mobile devices? These are two topics that need to be explored. Through the literature analysis and the empirical research, this study aims to analyze the quality of information, system, service and mobile devices on the mobile device-based shopping platform. Moreover, it studies the attitude of consumers towards mobile device-based shopping, their willingness to adopt the shopping method and the behavioral relationship model in the actual mobile device-based shopping as well as compares the groups of different frequencies of the Internet use in terms of the relationship model.</p>　　With the convenient sampling, this study made an investigation among some of those who had experienced shopping on such mobile devices as tablets or smart phones. The 765 retrieved valid copies of questionnaire were divided into three groups—“often”, “average” and “seldom” according to the frequency consumers undertook mobile device-based shopping and were then compared. The results showed that there were significant differences among the three groups in four relationship paths, including: 1) the information quality of the mobile device-based shopping platform has more significant positive influence on consumers’ attitude path of mobile device-based shopping in the “average” group than in the other two; 2) the service quality of the mobile device-based shopping platform has more significant positive influence on consumers’ attitude path of mobile device-based shopping in the “seldom” group than in the other two; 3) the preference for mobile device-based shopping has much significant positive influence on the behavior path of mobile device-based shopping in the “often” group. According to the research results, different groups have different behavior models. These results can serve as reference information in the decision-making of those who establish mobile device-based shopping platforms and manufacture mobile devices.

scholarly journals Self-Regulation and “Time Off”: Evaluations and Reflections on the Development of a Blended Course

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Natalie Spadafora ◽  
Zopito Marini
Keyword(s):  
Undergraduate Students ◽  
Self Regulation ◽  
Academic Experiences ◽  
Ongoing Research ◽  
Capstone Course ◽  
Course Content ◽  
Digital World ◽  
Premier Cycle ◽  
University Course ◽  
The Way

Changes in both the landscape of education and digital technology are giving rise to interesting, innovative, and potentially effective pedagogical possibilities. As educators of the 21st century, we are witnessing continuous changes in the way we teach as well as the way students learn. This study is a part of an ongoing research program aimed at evaluating the pedagogical effectiveness of blended teaching. More specifically, this paper aims to describe some of our reflections as we developed, delivered, and carried out an evaluation of a university course taught using a blended format. Undergraduate students (n=109) in a fourth-year capstone course participated in this study. We report on the students’ perceptions of the effectiveness of the delivery method of the course, while focusing on the struggles they encountered, including difficulties keeping up with the course content, particularly on the weeks where the lecture was online, as well as a struggle to stay organized and connected with their peers and their assignments. Self-regulation turned out to be a major determinant of success in this type of course. We conclude with suggestions to improve students’ social and academic experiences as they navigate learning in a digital world. Les changements survenus à la fois dans le paysage de l’éducation et dans la technologie numérique donnent naissance à des possibilités pédagogiques intéressantes, innovatrices et potentiellement efficaces. En tant qu’éducateurs du XXIe siècle, nous assistons à des changements continus dans la manière dont nous enseignons ainsi que dans la manière dont les étudiants apprennent. Cette étude s’inscrit dans le cadre d’un programme de recherche en cours qui a pour objectif d’évaluer l’efficacité pédagogique de l’enseignement hybride. Plus spécifiquement, cet article vise à décrire certaines de nos réflexions au fur et à mesure que nous élaborons, livrons et exécutons l’évaluation d’un cours universitaire enseigné selon un format hybride. Des étudiants de premier cycle (n=109) inscrits dans un tout dernier cours de quatrième année ont participé à cette étude. Nous présentons un rapport sur la manière dont les étudiants ont perçu l’efficacité de la méthode employée pour enseigner ce cours, tout en mettant l’accent sur les problèmes qu’ils ont rencontrés, y compris les difficultés à faire face au contenu du cours, en particulier durant les semaines où les cours magistraux étaient présentés en ligne, ainsi que sur leurs difficultés à rester organisés et connectés avec leurs camarades de classe et avec leurs devoirs. Il s’avère que l’autorégulation est un élément important pour la réussite de ce type de cours. Pour conclure, nous présentons des suggestions pour améliorer l’expérience sociale et académique des étudiants dans leur parcours de l’apprentissage au sein d’un monde numérique.

A Critical Analysis of the Use of Mobile Devices in the Classroom and Its Implication for Teaching and Learning

2018 ◽  
pp. 225-239
Author(s):  
Theodora Dame Adjin-Tettey ◽  
Vincentia Abui Akrobotu
Keyword(s):  
High School ◽  
Public Schools ◽  
Mobile Devices ◽  
Mobile Phones ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Academic Work ◽  
The Other ◽  
Ministry Of Education ◽  
Psychological Growth

The use of mobile devices, especially, by teens has been looked at with much apprehension and suspicion with some saying that it can be used to acquire information which can be detrimental to their social and psychological growth. Some teachers complain that it affects teens' studies as these teenagers stay up late in the night browsing, chatting, watching movies and playing games which cause them to sleep in class or pay little attention because of tiredness. In Ghana students in public schools up to Senior High School are not allowed to use personal mobile phones, laptops and other mobile gadgets in school because of implications such as those enumerated above. On the other hand, some, including those in prominent positions in government, have called for a rethink of such a directive by the Ministry of Education. This chapter critically looks into previous literature on the use of mobile devices in the classroom and suggests ways in which it can be effectively used to advance academic work in the classroom.

Present and Future of Mobile Commerce

2018 ◽  
pp. 1431-1447
Author(s):  
Barkha Narang ◽  
Jyoti Batra Arora
Keyword(s):  
Mobile Devices ◽  
Pervasive Computing ◽  
Mobile Device ◽  
Context Awareness ◽  
Mobile Commerce ◽  
The Other ◽  
Commercial Activity ◽  
Software Applications ◽  
Information Appliances ◽  
The One

Mobile Commerce is a term to describe any commercial activity on a mobile device, such as a mobile phone (iPhone, Android, Blackberry) or a tablet (iPad, Galaxy Tab, Surface). This includes all steps of the customer journey; reach, attract, choose, convert and retain. Hence mobile commerce is probably best described as shopping that takes advantage of unique properties of mobile devices. It is also called as m-commerce. Pervasive computing aims at availability and invisibility. On the one hand, pervasive computing can be defined as availability of software applications and information anywhere and anytime. On the other hand, pervasive computing also means that computers are hidden in numerous so-called information appliances that we use in our day-to-day lives Characteristics of pervasive computing applications have been identified as interaction transparency, context awareness, and automated capture of experiences.

Present and Future of Mobile Commerce

2016 ◽  
pp. 293-308 ◽  
Author(s):  
Barkha Narang ◽  
Jyoti Batra Arora
Keyword(s):  
Mobile Devices ◽  
Pervasive Computing ◽  
Mobile Device ◽  
Context Awareness ◽  
Mobile Commerce ◽  
The Other ◽  
Commercial Activity ◽  
Software Applications ◽  
Information Appliances ◽  
The One

Mobile Commerce is a term to describe any commercial activity on a mobile device, such as a mobile phone (iPhone, Android, Blackberry) or a tablet (iPad, Galaxy Tab, Surface). This includes all steps of the customer journey; reach, attract, choose, convert and retain. Hence mobile commerce is probably best described as shopping that takes advantage of unique properties of mobile devices. It is also called as m-commerce. Pervasive computing aims at availability and invisibility. On the one hand, pervasive computing can be defined as availability of software applications and information anywhere and anytime. On the other hand, pervasive computing also means that computers are hidden in numerous so-called information appliances that we use in our day-to-day lives Characteristics of pervasive computing applications have been identified as interaction transparency, context awareness, and automated capture of experiences.

Two Case Studies of Online Discussion Use in Computer Science Education

2020 ◽  
pp. 409-434
Author(s):  
Gokce Akcayir ◽  
Zhaorui Chen ◽  
Carrie Demmans Epp ◽  
Velian Pandeliev ◽  
Cosmin Munteanu
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Mixed Methods Research ◽  
Online Discussion ◽  
Online Discussions ◽  
Asynchronous Discussion ◽  
The Other ◽  
Course Content ◽  
Integration Strategies ◽  
Deep Integration

In this chapter, two cases that include computer science (CS) instructors' integration of an online discussion platform (Piazza) into their courses were examined. More specifically, the instructors' perspectives and role in these cases were explored to gain insight that might enable further improvements. Employing a mixed methods research design, these cases were investigated with text mining and qualitative data analysis techniques with regard to instructors' integration strategies and students' reactions to them. The results of the study showed that among these cases, one entailed a deep integration (Case 1) and the other a shallow one (Case 2). Instructors' presence and guidance through their posting behaviors had a bigger effect than the nature of the course content. Additionally, TA support in online discussions helped address the limitations of the asynchronous discussion when the TAs had the maturity to only respond to questions for which they were adequately prepared.

Service Provision for Pervasive Computing Environments

2009 ◽  
pp. 279-289
Author(s):  
Emerson Loureiro ◽  
Frederico Bublitz ◽  
Loreno Oliveira ◽  
Nadia Barbosa ◽  
Angelo Perkusich ◽  
...  
Keyword(s):  
Mobile Devices ◽  
Pervasive Computing ◽  
Service Provision ◽  
The Other ◽  
Service Oriented Computing ◽  
Computing Paradigm ◽  
Other Hand ◽  
The Future ◽  
Service Oriented ◽  
Computing Environments

The fast development on microelectronics has promoted the increase on the computational power of hardware components. On the other hand, we are facing a significant improvement on energy consumption as well as the reduction of the physical size of such components. These improvements and the emergence of wireless networking technologies are enabling the development of small and powered mobile devices. Due to this scenario, the so-called pervasive computing paradigm, introduced by Mark Weiser in 1991 (Weiser, 1991) is becoming a reality. Such a paradigm envisions a world where environments are inhabited by computing devices, all of them seamlessly integrated into peoples’ lives, and effectively helping to carry on their daily tasks. Among others, one major characteristic of Weiser’s vision is that each device in an environment becomes a potential client or provider of resources. Not surprisingly, pervasive computing environments are becoming dynamic repositories of computational resources, all of them available to mobile users from the palm of their hands. However, devices can unpredictably join and leave such environments. Thus, resources can be dynamically made available or unavailable. Such a scenario has a great impact on the way that resources are found and used. In the case of static environments, such as the Web, it is reasonable to look up and access resources, such as Web pages, knowing the address of their providers beforehand. On the other hand, for dynamic environments, such as the pervasive computing ones, this is not a reasonable approach. This is due to the fact that one cannot guarantee that the provider of a resource will be available at any moment, because it may have left the environment or simply turned off. A better approach would be to discover these resources based on their descriptions, or any other feature that does not require the client to know the specific address of their providers. To this end, some of the current pervasive computing solutions, like Wings (Loureiro, Bublitz, Oliveira, Barbosa, Perkusich, Almeida, & Ferreira, 2006), Green (Sivaharan, Blair, & Coulson, 2005), RUNES (Costa, Coulson, Mascolo, Picco, & Zachariadis, 2005), and Scooby (Robinson, Wakeman, & Owen, 2004), are making use of a novel approach from the branch of distributed applications, the service-oriented computing paradigm (Papazoglou, 2003; Huhns & Singh, 2005). This is due to the fact that such a paradigm provides a crucial element for pervasive computing systems, the ability for dynamically binding to remote resources (Bellur & Narenda, 2005), which enables mobile devices to find needed services on demand. However, pervasive environments may be structured in different ways. They can range from wired networks to completely wireless ones, where communication among the devices is performed in an ad hoc way. Such a characteristic indicates that the way services are provisioned in a pervasive computing environment should fit in its organization, in order to enhance the access to the services available. Considering the above discussion, in this article we provide a review on service provision and its applicability in pervasive computing. More precisely, we will list the existing service provision approaches and discuss the characteristics and problems associated with each one, as well as their usage in pervasive computing environments. We start by providing introductory concepts of service-oriented and pervasive computing, respectively in the service-oriented computing and pervasive computing sections. Next, we present the service provision techniques available and how they can be applied for pervasive computing environments. The main current solutions within this scope will be introduced in the service oriented technologies section. Some of the future trends associated with research for service provision in pervasive computing environments will be presented in the future research trends section. Finally, in the conclusions sect

Distributed Mobile Services and Interfaces for People Suffering from Cognitive Deficits

2009 ◽  
pp. 1069-1079
Author(s):  
Sylvain Giroux ◽  
Hélène Pigot ◽  
Jean-François Moreau ◽  
Jean-Pierre Savary
Keyword(s):  
Mobile Devices ◽  
Mobile Device ◽  
Cognitive Deficits ◽  
Mobile Services ◽  
Information Gathering ◽  
The Other ◽  
Cognitively Impaired ◽  
Ecological Information ◽  
Impaired People ◽  
Request Service

The mobile device presented here is designed to offer several services to enhance autonomy, security, and communication for the cognitively impaired people and their caregivers. Two mobile devices are linked through a server; one is dedicated to the patient, the other one to the caregivers. The services fill three functions for patients: a simplified reminder, an assistance request service, and an ecological information gathering service. Three services are available for the caregiver: monitoring patients’ADLs, informing system and colleagues of an intervention, and planning patients’ ADLs.

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