scholarly journals Using Mobile Devices for Improving Learning Outcomes and Teachers’ Professionalization

2019 ◽  
Vol 11 (24) ◽  
pp. 6917 ◽  
Author(s):  
Inmaculada García-Martínez ◽  
José María Fernández-Batanero ◽  
David Cobos Sanchiz ◽  
Antonio Luque de la Rosa
Keyword(s):  
Learning Outcomes ◽  
Mobile Devices ◽  
Teaching Methods ◽  
Mobile Applications ◽  
Teaching And Learning ◽  
Web Of Science ◽  
Exclusion Criteria ◽  
Technological Tools ◽  
Teaching In Higher Education ◽  
Improving Teaching And Learning

Teaching in higher education is changing due to the influence of technology. More and more technological tools are replacing old teaching methods and strategies. Thus, mobile devices are being positioned as a key tool for new ways of understanding educational practices. The present paper responds to a systematic review about the benefits that mobile devices have for university students’ learning. Using inclusion and exclusion criteria in the Web of Science and Scopus databases, 16 articles were selected to argue why Mobile learning (Mlearning) has become a modern innovative approach. The results point to an improvement in students’ learning through Mlearning, factors that encourage the use of mobile devices in universities have been identified, and effective mobile applications in improving teaching and learning processes have been presented. The inclusion of this methodology requires a new role for teachers, whose characterization is also specified.

Use of Meta-Analysis to Uncover the Critical Issues of Mobile Inquiry-Based Learning

2019 ◽  
Vol 58 (4) ◽  
pp. 715-746
Author(s):  
Je-Ming Yang ◽  
Yao-Ting Sung ◽  
Kuo-En Chang
Keyword(s):  
Learning Outcomes ◽  
Mobile Devices ◽  
Teaching Methods ◽  
Meta Analysis ◽  
Learning Activities ◽  
Future Research ◽  
Control Group ◽  
Journal Articles ◽  
Inquiry Based Learning ◽  
Critical Issues

Using mobile devices to support the process and products of learning activities is a trend in inquiry-based learning, which is culminating in the formation of the subfield of mobile inquiry-based learning (m-IBL). However, even though mobile devices have been widely used in IBL activities in recent years, evaluative evidence for their substantial contributions to IBL is still deficient. Therefore, this study collected and analyzed 40 peer-reviewed journal articles published during 2001 to 2017 involving 3,542 participants and further discovered that m-IBL has produced meaningful improvements for IBL with an overall mean effect size of 0.803, with a 95% confidence interval [0.61, 0.99]. In addition, moderator variables such as control group types, learning outcomes, inquiry types, teaching methods, and domain subjects were related to different effect sizes. Finally, the results of the meta-analysis were discussed along with their implications for future research and practice.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

scholarly journals Supporting factors in the aqidah-akhlaq teaching and learning process (study at islamic senior high schools in West-South Aceh regions)

2019 ◽  
Vol 4 (2) ◽  
pp. 229-249
Author(s):  
Fedry Saputra
Keyword(s):  
High Schools ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Descriptive Research ◽  
Assessment Of Learning ◽  
The Subject

The subject of aqidah-akhlaq has a contribution in providing motivation to students to practice the values of religious belief (monotheism) and moral behavior in daily life. In this study, supporting factors in the implementation of the learning process of this subject at Islamic senior high schools (MAs) were the factors of the teachers and the environment. The research is concerned with, firstly the delivery of the teaching and learning process on the aqidah-akhlaq subject at MAs, and secondly the supporting factors of teachers in the learning process of the aqidah-akhlaq subject in MA students. This research used a qualitative approach with descriptive research method. Meanwhile, the data was collected through observation, interviews, and documentation. Research subjects were MA teachers who were in the West-South Aceh covering 5 regions: Aceh Jaya, West Aceh, Nagan Raya, Southwest Aceh, and South Aceh. The results showed that (1) there were several steps in the learning process carried out by the teachers, i.e. preparing lesson plans, delivering subject consisting of two aspects: firstly varied teaching methods and secondly varied learning media, conducting an assessment of learning outcomes, and performing follow-up efforts through individual approaches to deal with problematic students, and (2) in terms of supporting factors from both parents and society, it showed that some were supportive and some others did not care of their children.

scholarly journals METODE MENGAJAR BERVARIASI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA

2021 ◽  
Vol 3 (2) ◽  
pp. 119-126
Author(s):  
Apriyanti Apriyanti
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
The World ◽  
Interesting Learning ◽  
Essay Test ◽  
Positive Effect

Various problems in the world of education still require concerted thinking efforts; one of these problems is in the field of mathematics studies in schools. This may be due to the way the lesson is delivered that is less effective, for that a teacher can create an interesting learning atmosphere so that it is not boring. A teacher must be able to choose a teaching system that is in accordance with the program of teaching and learning activities. In this study the method used is descriptive quantitative method, data analysis using statistical formulas. To find out student learning outcomes, the writer conducted an essay test. Based on the results obtained, it can be concluded that: "The average mathematics learning outcomes of students who are taught using varied teaching methods are more than the average mathematics learning outcomes of students who are not taught using varied teaching methods". Thus, it can be said that the application of various teaching methods has a positive effect or can improve mathematics learning outcomes.

Four Conversations We Need To Have About Teaching and Learning in Canadian Political Science

2017 ◽  
Vol 50 (1) ◽  
pp. 263-279
Author(s):  
Heather Smith ◽  
Tracy Summerville
Keyword(s):  
Political Science ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Liberal Arts ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
High Impact ◽  
High Impact Practices ◽  
Indigenous Ways Of Knowing ◽  
Deep Integration

AbstractOver the last 20 years of our careers, we have witnessed a significant decline in the respect for the liberal arts and social sciences. This decline forces us to regularly respond to questions about the relevance, value and future of our discipline. We know that political science provides fundamental skills for our students to succeed in the 21st century. Yet we also believe that as teachers and scholars we can do a better job of connecting to the realities of our students, articulating the skills and attitudes that our students will develop, and adapting our teaching methods to include high impact practices (Kuh, 2008) that focus on student learning. Here we argue that there are four important conversations that we need to have that can strengthen the appeal and interest in our discipline: the articulation of learning outcomes, the inclusion of high impact practices, attention to information literacy that recognizes the significant change in the delivery and access of research materials and a deep integration of indigenous ways of knowing in our teaching.

scholarly journals INTEGRATING SOFT SKILLS INTO TEACHING SPECIALIZED KNOWLEDGE CONTRIBUTES TO CREATING EXCITEMENT AND IMPROVING STUDYING QUALITY FOR STUDENTS OF TRA VINH UNIVERSITY

2019 ◽  
Vol 1 (2) ◽  
pp. 269-279
Author(s):  
Hung Thanh Phan
Keyword(s):  
Teaching Methods ◽  
Social Life ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Social Situation ◽  
Specialized Knowledge ◽  
Research Results ◽  
Methods And Techniques ◽  
Teaching And Learning Quality ◽  
Improving Teaching And Learning

Within the scope of this article, a survey of 250 students, who represent various branches and faculties of Tra Vinh University, was conducted to collect necessary information for the analysis and assessment of current teaching methods and techniques and to evaluate the needs of learning soft skills as well as the important of  applying soft skills in learning, social life and future careers. The research was not only to identify students’ perceptions about the role and importance of soft skills in learning as well as the practical use for social situation but also to evaluate the reality of using soft skills in learning, teaching and partly reflecting students’application of soft skills in society. Therefore, the research results will contribute to raising the awareness of students, lecturers and curriculum writers in schools about this issue. At the same time, on the basis of the current situation and research results, the author also raises a number of requirements and activities to integrate soft skills in teaching specialized knowledge contributing to improving teaching and learning quality at the School effectively.

Assessment for Music Learning

2020 ◽  
pp. 127-140
Author(s):  
William I. Bauer
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Music Learning ◽  
Cognitive Domains ◽  
Teaching And Learning Strategies ◽  
Technological Tools ◽  
Specific Teaching ◽  
Musical Achievement ◽  
Over Time

Assessment is an essential aspect of teaching and learning. Not only is assessment necessary to determine whether students have learned what teachers think they have taught, but it also informs the design of instruction and is used to adjust the specific teaching and learning strategies that are used over time. Numerous technological tools are available that enable teachers to be more efficient and effective with this process. This chapter is primarily concerned with the assessment of musical achievement in creative, psychomotor, and cognitive domains. It outlines essential assessment principles, discusses the technology-assisted development of assessments, explores technologies helpful to the process of assessing specific music learning outcomes, and describes new assessment approaches enabled by technology. The management of assessment data and processes via technology is also examined.

scholarly journals Reframing the effectiveness of feedback in improving teaching and learning achievement

2020 ◽  
Vol 9 (4) ◽  
pp. 1055
Author(s):  
Anne Malar Selvaraj ◽  
Hazita Azman
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Feedback ◽  
Learning Goals ◽  
Learning And Teaching ◽  
Assessment Study ◽  
Teaching Technique ◽  
Teachers And Students ◽  
Future Learning ◽  
Improving Teaching And Learning

Student feedback is established as an imperative learning and teaching technique, but feedback from students is less likely. The potential of feedback to boost learning outcomes refers to scholarly writing and is considered together as one of the most impressive methods for enhancing the success of students. In education, there is, nevertheless a lack of clarification about what feedback means and far less clarification on how one should interpret it. Feedback guides students to learn and supports them in order to achieve the aim of the lesson. The goal of this paper is to discuss teacherwritten reviews and obstacles to student feedback in order to recognise the usefulness of feedback in the education domain. Feedback from students illustrates the comprehensions, boundaries and features that knowledge should be compiled and employed to establish work or learning approach. The assessment study renders the appropriate feedback, and, in this manner, the students learn how to accomplish their learning goals. While feedback is not exclusively evaluated, these are the essential ingredients of making evaluation a mechanism for teachers’ and students’ future learning.

scholarly journals Accessibility in Native Mobile Applications for Users with Disabilities: A Scoping Review

2021 ◽  
Vol 11 (12) ◽  
pp. 5707
Author(s):  
Patricia Acosta-Vargas ◽  
Belén Salvador-Acosta ◽  
Luis Salvador-Ullauri ◽  
William Villegas-Ch. ◽  
Mario Gonzalez
Keyword(s):  
Mobile Devices ◽  
Scoping Review ◽  
Mobile Applications ◽  
Web Of Science ◽  
Kappa Coefficient ◽  
Current Scenario ◽  
Accessibility Issues ◽  
Accessibility Guidelines ◽  
Access To Knowledge ◽  
Future Work

The objective of this scoping review is to characterize the current scenario of mobile applications considering accessibility issues for people with cognitive, motor, and sensory disabilities. Nowadays, mobile devices have grown exponentially, giving way to new ways of relating, managing, and working. In this context, mobile devices seek to democratize access to knowledge on different topics; however, the application of accessibility guidelines is neglected. The reviewers extracted the most relevant articles published between 2000 and 2020 from the ACM Digital Library, IEEE Xplore, ScienceDirect, Scopus, and Web of Science databases. In this scoping review, the PRISMA-ScR checklist was used to extract scientific articles; Cohen’s kappa coefficient = 0.4117 was applied, which implies moderate concordance of reviewers; 22 primary studies were extracted from a total of 211. The results obtained in this research suggest applying WCAG 2.1 in mobile applications to achieve an adequate level of accessibility. Future work suggests designing review tools that include machine learning based on artificial intelligence algorithms.

Sign in / Sign up

Export Citation Format

Share Document