scholarly journals WHATSAPP COMO HERRAMIENTA DE ENSEÑANZA DEL IDIOMA INGLÉS PARA MEJORAR LA HABILIDAD AUDITIVA EN LOS ESTUDIANTES DE SEGUNDO BACHILLERATO BGU DE LA UNIDAD EDUCATIVA LICEO CRISTIANO PENINSULAR. LA LIBERTAD, PROVINCIA DE SANTA ELENA

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Cristhian Lucas ◽  
Xavier Almeida B ◽  
Kléber Loor Z.
Keyword(s):  
Focus Group ◽  
Mobile Learning ◽  
Smart Phone ◽  
Aprendizaje Móvil ◽  
Nativos Digitales ◽  
Santa Elena

El presente trabajo de investigación estableció como objetivo usar WhatsApp como herramienta de enseñanza del idioma Inglés para mejorar la habilidad auditiva (Listening) de 15 estudiantes del Segundo Bachillerato BGU de la Unidad Educativa Liceo Cristiano Peninsular, Provincia de Santa Elena, Ecuador. Al grupo participantes de esta investigación se le permitió utilizar la aplicación WhatsApp en un dispositivo inteligente (Smart Phone),cuyas características principales son la utilidad del envío de mensajes de audio y el intercambio de video, estas interacciones lograron mejorar la habilidad auditiva de esta muestra de estudiantes a través de la práctica de canciones, videoclips, conferencias y podcasts. Para el desarrollo de esta investigación fue necesario aplicar el método cualitativo mediante técnicas tales como: Grupos focales (Focus group), observación y entrevistas. Los resultados de estos análisis demostraron que la aplicación de la metodología de aprendizaje móvil (Mobile Learning), generó un aprendizaje significativo en la habilidad auditiva de los estudiantes entre el 12% y el 20% en donde los estudiantes que se encontraban en el nivel A2.1 pasaron al nivel A2.2 de acuerdo con el Marco Común Europeo. Estos resultados demuestran claramente que los docentes deben aceptar la ruptura epistemológica que establece cambiar los métodos tradicionales de la enseñanza del idioma inglés por métodos modernos acorde con las necesidades que presentan los nativos digitales en los actuales ambientes formales e informales de aprendizaje.

scholarly journals Developing cognitive skills with mobile learning: A case study

Comunicar ◽  
2010 ◽  
Vol 17 (34) ◽  
pp. 201-209 ◽  
Author(s):  
Ana-Isabel Ramos-Elizondo ◽  
José-Alberto Herrera-Bernal ◽  
María-Soledad Ramírez-Montoya
Keyword(s):  
Focus Group ◽  
Mobile Learning ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Creative Thinking ◽  
University Campuses ◽  
Aprendizaje Móvil ◽  
Toma De Decisiones ◽  
Group Interviews

This article presents a multiple case study carried out when mobile learning (mLearning) was first introduced to 3.000 freshmen of two university campuses in Mexico. The objective was to analyze mLearning resources in four courses to identify how they help develop cognitive skills in students. Focus group interviews, surveys, document analysis and non-intrusive observation were used. The data was analyzed quantitatively and qualitatively in order to link the results and the theoretical information within the two variables that guided this study: mLearning and cognitive abilities. The results show that by using mLearning resources it changes the learning environment by converting any setting into a collaborative and innovative environment. Results also show that the design of mLearning resources must be based on educational theories and strategies to be effective, and also the nature of the subject and resource type are related to the developed cognitive abilities. Also it was found that although students are not aware of it, mLearning resources and the use of mobile devices assists them in developing strategies that promote cognitive skills such as problem solving, decision making, critical thinking, creative thinking and melioration. El artículo presenta un estudio de casos múltiples de la implementación, a gran escala, de un proyecto de aprendizaje móvil. El proyecto se implementó con 3.000 estudiantes de primer semestre de profesional en dos campus de una institución educativa privada de México. El objetivo fue analizar los recursos de aprendizaje móvil de cuatro cursos para identificar cómo se trataba de promover el desarrollo de habilidades cognitivas en los estudiantes. Se utilizaron entrevistas a través de «focus group», encuestas, análisis de documentos y observación no intrusiva. Los datos fueron analizados en forma cuantitativa y cualitativa y se relacionaron con el sustento teórico de las dos variables conceptuales que guiaron este estudio: aprendizaje móvil –mLearning– y habilidades cognitivas. Los resultados indicaron que el uso de recursos mLearning modifica el ambiente de aprendizaje al convertir cualquier escenario en un ambiente innovador y colaborativo; que el diseño de los recursos mLearning debe sustentarse en teorías y estrategias educativas para ser efectivos y que la naturaleza de la materia y el tipo de recurso están relacionados a las habilidades cognitivas que se desarrollan. Además se encontró que aunque los estudiantes no están conscientes de ello, los recursos mLearning y el uso de dispositivos móviles los apoyan en estrategias que promueven el desarrollo de las habilidades cognitivas como solución de problemas, toma de decisiones, pensamiento crítico, pensamiento creativo y «melioration».

El aprovechamiento de las comunicaciones móviles en el proceso de enseñanza – aprendizaje para la educación superior

2013 ◽  
Vol 8 (14) ◽  
pp. 41-49
Author(s):  
Fernando Alirio Contreras Sanchez ◽  
Elkin Arturo Betancourt
Keyword(s):  
Mobile Learning ◽  
Educación Superior ◽  
Educacion Superior ◽  
Aprendizaje Virtual ◽  
Aprendizaje Móvil ◽  
E Learning ◽  
La Red

En el actual contexto social, el uso de los dispositivos móviles se ha masificado de tal manera, que su empleo como herramienta de enseñanza y de aprendizaje en entornos académicos es extremadamente útil. Por lo tanto surge el concepto de Mobile Learning (aprendizaje móvil), que ayuda a los docentes a administrar su práctica docente y a los estudiantes a facilitar su aprendizaje a través del uso apropiado de las Tecnologías de Información y las Comunicaciones TIC; de esta forma la realización de un aprendizaje por medios electrónicos (E-Learning) debe ser centralizada en una plataforma de aprendizaje virtual y conectada con un ambiente multiplataforma de dispositivos móviles con interconexión a la red de comunicaciones de la Universidad. La coexistencia de M-Learning versus E-Learning, van a permitir al docente alinearse con los estudiantes en el uso apropiado de las TIC, para producir beneficios en el aprendizaje a distancia, de tal manera que los recursos tecnológicos puedan ser aprovechados y la comunidad académica se apropie de los recursos a través de nuevas interfaces de comunicación móvil como es el propósito de la investigación realizada para la Universidad Antonio Nariño.

Using Mobile Devices To Support Online Collaborative Learning

2020 ◽  
Vol 36 (1) ◽  
pp. 38-42
Author(s):  
Olafimihan Cecilia Oyebola ◽  
Atanda Luqman Ayanlola
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Smart Phone ◽  
Personal Digital Assistant ◽  
Immediate Feedback ◽  
Use Of Time ◽  
Use Of Technology ◽  
Other Information ◽  
Mp3 Players ◽  
New Community

The paper discusses the effect of mobile learning on students, especially the tablets and smartphones. Theses gadgets have become a research interest of education to encourage and facilitate learning. Mobile devices assist in build closer connection between students and teachers. There are several options of mobile devices such as Ipod, personal digital assistant, smart phone, laptop or tablet PC, MP3 Players, pen drive and so on. Mobile learning involves the use of mobile technology either alone or combination with other information and communication technology (ICT). The benefits of mobile learning expand the reach and quality of education, facilitate personalized learning, power anytime, anywhere learning, provide immediate feedback and assessment, ensure productive use of time spent in classrooms, build new community of students, support selected learning, enhance seamless learning, bridge formal and informal learning, improve communication and administration, maximize cost efficiency and update policies related to mobile learning. It is concluded that the benefits overshadow the challenges. Using mobile devices allow students to extend learning beyond the classroom walls. Students are highly engaged and are able to demonstrate unique and creative way to respond to the use of technology that offers some distinctive affordance to users.

Vocabulary Learning and Consolidation With Mobile Application

2019 ◽  
pp. 1383-1395
Author(s):  
Dongshuo Wang ◽  
Bin Zou ◽  
Minjie Xing
Keyword(s):  
Language Learners ◽  
Mobile Learning ◽  
Learning Theory ◽  
Real World ◽  
Vocabulary Learning ◽  
Smart Phone ◽  
Autonomous Learning ◽  
Grammatical Class ◽  
Over Time ◽  
Future Reference

Language learners at all levels need a way of recording and organising newly learned vocabulary for consolidation and for future reference. Listing words alphabetically in a vocabulary notebook has been a traditional way of organising this information. However, paper-based notes are limited in terms of space (learners often run out of space for certain categories; for others the space might be unused) and time (handwritten pages deteriorate over time and cannot easily be updated). Organizing vocabulary in more meaningful categories might make it easier to learn. Textbooks, for example, often introduce new vocabulary thematically. Words can also be organised according to their grammatical class or characteristics, their real world category (e.g. modes of transport, means of communication), their phonological pattern, their etymological elements, or according to when/where they were learnt. This research experiments how the mobile learning of a lexical spreadsheet can be used for the consolidation of and reference to new vocabulary. Offering the learner multiple ways of organising vocabulary at the same time – combining all of the approaches mentioned above, the resource can easily be modified and updated. Importantly, in keeping with autonomous learning theory, the spreadsheet is designed to encourage learners to take more responsibility for their own vocabulary learning and to approach this process more systematically. The resource can be used from any mobile smart phone, tablet or i-Pad.

Exploring the Meaning of Mobile Learning for Informal Learning

2013 ◽  
Vol 4 (2) ◽  
pp. 75-83 ◽  
Author(s):  
Young Park ◽  
Yong-Ju Jung
Keyword(s):  
Informal Learning ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Information Search ◽  
Online Survey ◽  
Incidental Learning ◽  
Smart Phone ◽  
Mobile Users ◽  
Learning Tool ◽  
Directed Learning

This study defines mobile technology (specifically in this study, smart phone technology) as a contemporary learning tool and environment that can make a difference in users’ informal learning practice. Currently, in Korea, there are thirteen millions smart phone users and the number of smart phone users worldwide is expected to exceed one billion by 2013. Mobile technology is, therefore, becoming a device that many people carry every day and its possibility to facilitate learning seems to be highly promising. With such societal and cultural movement in mind, to understand the nature of mobile users’ experiences and their meanings in terms of learning, the study investigates (a) users’ actual experiences in using mobile, (b) users’ perceptions toward the effectiveness and meaning of mobile for learning, and (c) the characteristics of informal learning appeared through mobile learning. In other words, the study aims to suggest practical guidelines by answering to the following inquires; 1) which experiences do the mobile users perceive conducive to learning? 2) depending on how users understand and define learning in general, does it influence on their use and perception of mobile as a learning tool?, and 3) what can be the most effective way of using mobile for learning in relation to the perspectives of informal learning? Here, the theory of informal learning is applied as a framework. Informal learning, in a broader sense, defines everyday experiences from which we learn something (Merriam & Cafarrella, 1999). According to Schugurensky (2000), informal learning can take different forms due to the presence or absence of intentionality and awareness of learning. He defines informal learning in three forms - self-directed learning, incidental learning, and socialization. While mobile learning has been researched a lot recently, its potential for informal learning, especially for adults has hardly been studied. The research study was conducted in Korea in summer, 2011 and plans to conduct the sequel in USA in fall, 2011. The online survey questionnaire consisted of 20 questions was developed and implemented and the mixed research methodology was applied in that it included both quantitative multiple-choice items and qualitative open-ended questions. The initial findings show that the majority of participants became aware of positive changes in everyday life, including learning. Also, three forms of informal learning: directed learning, incidental learning, and socialization were respectively identified in this environment. More specifically, mobile is perceived to be meaningful especially for directed (or self-regulated) learning while it is seen to be least beneficial for incidental learning. For socialization, interestingly, only certain participants agree that it has occurred through mobile learning or may occur. Finally, the participants find mobile the most useful for information search and knowledge acquisition. In conclusion, the mobile platform can facilitate different types of informal learning and work not merely as a learning tool but a learning environment ultimately. It particularly seems to enhance adults’ learning more enriched and prospered.

scholarly journals Rancang Bangun Aplikasi Mobile Learning Client Server Berbasis Moodle Pada Platform Android Untuk Materi Training Tenaga Pemasaran Di Miracle Agency Cabang Bangka

2015 ◽  
Vol 4 (2) ◽  
pp. 63
Author(s):  
Ode Riski ◽  
Delpiah Wahyuningsih
Keyword(s):  
Mobile Learning ◽  
Smart Phone ◽  
Client Server ◽  
Life Assurance ◽  
Commercial Area

Miracle Agency cabang Bangka merupakan Kantor Pemasaran Mandiri (KPM) dari PT. Prudential Life Assurance yang bergerak dalam bidang asuransi yang berada di Jl. Alexander blok 9 & 10 A commercial area citraland dan memliki lebih dari 300 tenaga pemasaran. Sistem training yang digunakan oleh Miracle Agency cabang Bangka untuk tenaga pemasaran adalah dengan pembelajaran secara konvensional, maka antara pengajar dan peserta melakukan pertemuan secara langsung yang berada pada ruang fisik yang sama. M-Learning adalah metode pembelajaran dengan menggunakan teknologi informasi yang dapat membantu peserta training dalam mempelajari materi training tanpa harus mengikuti pertemuan secara langsung. Aplikasi mobile learning client server berbasis moodle pada platform android adalah suatu solusi untuk menyelesaikan berbagai permasalahan pada Miracle Agency yang merupakan Kantor Pemasaran Mandiri (KPM) dari PT. Prudential Life Assurance karena dengan mobile learning dan smart phone sebagai media penghubung, peserta training atau tenaga pemasaran dapat dengan mudah mengakses topik materi tanpa harus mengikuti training sebelumnya. Dapat disimpulkan dengan menggunakan aplikasi mobile learning ini sistem pembelajaran akan dapat dilakukan secara mudah,efisien dan tentunya dengan cakupan waktu yang lebih luas.

scholarly journals APRENDIZAJE MÓVIL: Los dispositivos móviles como los nuevos recursos educativos en la era digital

2021 ◽  
Vol 5 (2) ◽  
pp. 549-578
Author(s):  
Norberto Hernan Ramos Montero
Keyword(s):  
Mobile Learning ◽  
Aprendizaje Móvil ◽  
Trabajo Colaborativo ◽  
Competencias Digitales

El Mobile Learning o aprendizaje móvil constituye una nueva modalidad de aprendizaje de los estudiantes basada en el uso de dispositivos móviles, tales como smartphone, tablets, ordenadores portátiles, entre otros que tengan conectividad inalámbrica; y que son utilizados como recursos educativos por los docentes para lograr aprendizajes significativos en la era digital en la cual se desarrollan los educandos hoy en día. El aprendizaje móvil como estrategia de enseñanza - aprendizaje permite que los estudiantes desarrollen no solo sus competencias de área, sino también sus competencias digitales al interactuar en diversos entornos tecnológicos como aplicaciones o plataformas virtuales, de forma individual o grupal a través de sesiones de aprendizaje o trabajo colaborativo. El presente trabajo pretende aportar al conocimiento teórico y brindar las herramientas para su posterior aplicación práctica en el ámbito educativo. El método utilizado fue la revisión de una vasta literatura, lo cual permitió contextualizar el tema, abordarlo bajo un enfoque práctico y contribuyó a la formación de nuevos conocimientos que servirán de base para futuras investigaciones. Se concluye que el Mobile Learning es una estrategia educativa que ha logrado posicionarse con el avance de la tecnología, permitiendo el desarrollo de competencias en los estudiantes a través del uso de dispositivos móviles.

scholarly journals Mobile Learning: Detrimental or Beneficial?

2020 ◽  
Vol 9 (8) ◽  
pp. 987-989
Keyword(s):  
User Interface ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Smart Phone ◽  
Traditional Learning ◽  
Traditional Methods ◽  
Learning Content ◽  
New Knowledge ◽  
User Friendly ◽  
New Generation

Mobile Learning also known as mLearning, is a new generation of learning where content which users wants to learn is accessible and available on mobile devices like smart phone and tablets. With the evolution of “world in the pocket” learning becomes much easier and one can start learning on the go. This paper illustrates how mLearning could be a better new way to learn and to interact with the learning content provided and how mLearning is proving to be a better alternative to traditional learning. Learning through traditional methods is not helping students to learn and gain new knowledge wherever and whenever they want and also it’s not that effective. It is also researched that not all mLearning applications are helpful for the students or learners to learn whatever they want, only apps with interactive and user-friendly user interface were found helpful. That’s why mobile learning applications are made with user-friendly user interface. Some practical strategies and methods of implementation of mLearning approach despite of its limitations and challenges were recommended in this paper as well.

scholarly journals Increasing Learner Interaction in Large-Scale Lectures by Using a Mobile Learning Application

2016 ◽  
pp. 1453-1471
Author(s):  
Katja Lehmann ◽  
Matthias Söllner ◽  
Jan Marco Leimeister
Keyword(s):  
Focus Group ◽  
Mobile Learning ◽  
Large Scale ◽  
Design Science ◽  
Science Research ◽  
Design Science Research ◽  
University Teaching ◽  
Research Approach ◽  
Learning Success ◽  
Learning Scenarios

Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and feedback, which are important factors for individual learning success and satisfaction. The use of IT can help in overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. This paper presents the design, use and evaluation of a mobile-learning application aiming to increase the interaction in large-scale lectures and the success of learners. For designing the application, the authors follow a design science research approach. The authors rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. With the implementation, large-scale lecture related limitations can be overcome and the results help lecturers to face the according challenges. The results emphasize the potential of IT for university teaching and provide transferable insights for practical use in other learning scenarios.

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