scholarly journals Media habits and attitudes of students about the possibilities of applying mobile learning in foreign language teaching

2021 ◽  
Vol 70 (1) ◽  
pp. 43-69
Author(s):  
Goran Livazović ◽  
Vlasta Svalina
Keyword(s):  
Social Networks ◽  
Foreign Language ◽  
Mobile Learning ◽  
School Students ◽  
School Work ◽  
Learning And Teaching ◽  
Innovative Learning ◽  
The Media ◽  
Media Habits ◽  
Search For Information

The paper analyses innovative learning and teaching through mobile learning on a sample of 96 adolescents. A 3-part questionnaire consisted of sociodemographic data, attitudes about mobile learning and media activities and the use of social networks. The research was done in 2019 with vocational school students. 15.1% of them use applications for learning English, while 92.5% use social networks in school work. Girls listen to music, take photos and use social networks significantly more often. Higher achievers are signifi[1]cantly more likely to read e-books, search for information in the media, and are generally more active on all media platforms except social networks. Girls use Snapchat and Instagram significantly more, while boys use Twitch. The use of mobile phones positively correlates with the attitude that it helps with learning, the belief that it can influence the improvement of language skills, and the de[1]sire for additional knowledge about mobile learning

scholarly journals Teenagers’ information practices in academic settings: What relevance for a transliteracy-based approach?

2017 ◽  
Vol 51 (3) ◽  
pp. 737-745
Author(s):  
Karine Aillerie
Keyword(s):  
High School ◽  
Social Networks ◽  
High School Students ◽  
Holistic Approach ◽  
School Students ◽  
Information Practices ◽  
Academic Settings ◽  
The Media ◽  
The Subject ◽  
Ethnographic Methodology

Because they are ‘complex and fascinating’ (Boyd, 2014) and deeply heterogeneous, teenagers’ media and information uses are still the subject of much research. The complexity of these practices requires a relevant holistic approach, able to take into account the multiplicity of contexts of use, the multiplicity of interactions and media or tools used, and able to encompass both what is directly visible and what is implicit (Leander and McKim, 2003). Transliteracy, originally defined by Sue Thomas and colleagues as ‘the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and films, to digital social networks’ (Thomas et al., 2007), seems interesting in this respect and is the basis of our investigation and analysis. The work described here proceeds from a programme funded by the French national research agency (ANR Translit 2013–2016) focusing on the possible faces of transliteracy in action, on how high-school students (15–16 years old) manage information individually and collectively, with all the media and tools available nowadays, and academic requirements and support. The ethnographic methodology included observations of learning situations carried out between November 2013 and March 2015 (two classes of around 30 pupils each and four teachers involved).

An Investigation Into Mobile Learning for High School Mathematics

2011 ◽  
Vol 3 (3) ◽  
pp. 59-76 ◽  
Author(s):  
Vani Kalloo ◽  
Permanand Mohan
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Mathematics Curriculum ◽  
Evaluation Studies ◽  
School Students ◽  
Test Analysis ◽  
Actual Usage ◽  
Innovative Learning

This paper describes an investigation which was carried out to determine if mobile learning can be used to help high school students improve their performance in mathematics. The investigation was driven by the need to develop innovative learning solutions to eradicate the problem of low pass rates in mathematics in the Caribbean. A mobile learning application called MobileMath was developed targeting a subset of the mathematics curriculum. MobileMath offers the learner different learning strategies, game-based learning, and personalization. Two of the evaluation studies conducted are described in this paper. The first study focused on students using mobile learning on their own, while the second study explored the effects of teacher support while using mobile learning. A t-test analysis shows that there was a significant improvement in performance by students in both evaluation studies. The paper also compares the students’ performance with actual usage of the mobile learning application.

scholarly journals Andragogical principles in teaching professional foreign languages: challenges and perspectives

2021 ◽  
Vol 127 ◽  
pp. 01007
Author(s):  
Natalia Aleksandrovna Naumova ◽  
Natalya Vladimirovna Yudina
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Adult Students ◽  
Language Skills ◽  
School Students ◽  
Learning And Teaching ◽  
Part Time ◽  
The Government ◽  
Psychological Features ◽  
Andragogical Principles

The research shares the experience of the Vladimir branch of Financial University under the Government of the Russian Federation in applying the andragogical principles in distance learning and teaching a professional foreign language for part-time and night school students. The research is aimed at considering the specific social and psychological features with a different nature of goal-setting, learning process and its outcomes in the adult student environment which are likely to cause the barriers, as well as the ways to reduce them during the pandemic of COVID-19 and an overall switch to distance learning. The subject matter is focused on the specific obstacles which prevent adult students from successful building of language skills. The research methods include monitoring, interviewing and content analysis. The outcomes showed that the andragogical principles of the adult students, including a student-oriented motivation, focus on personal individualization, mutual interactive activity with the teacher, immediate implementation of learning outcomes, might be available to eliminate the barriers and shift the focus to practical ways of learning and teaching a professional foreign language. The outcomes of the research have practical use in arranging online learning of part-time and night school students in the Vladimir branch of Financial University. The experience is recommended to be considered for the adult target audience to enhance their motivation for building professional foreign language skills.

scholarly journals Rethinking the Insights from Good Language Learner Studies: Moroccan Learners of EFL as a Case Study

2021 ◽  
Vol 4 (3) ◽  
pp. 61-73
Author(s):  
Bendaoud Nadif ◽  
Driss Benattabou
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Achievement Test ◽  
Language Learner ◽  
School Students ◽  
Learning And Teaching ◽  
The Relationship

Over the recent decades, there has been a growing research interest in placing learners at the heart of any enterprise pertaining to foreign language learning and teaching. Alongside the growth of new perspectives and theories in cognitive psychology and foreign language learning and teaching, research has shifted its focus from the teacher and learning outcomes to the learners and the learning processes. Correspondingly, researchers emphasize the significance of making the learning and teaching paradigms more supportive and responsive to learners’ needs and interests to fully play more active and participatory roles. Drawing on researchers’ contributions in the area of good language learner studies, this paper sets out to examine the relationship between the characteristics of GLLs and language achievement. For this purpose, a sample of (N = 98) senior Moroccan high school students took an EFL achievement test and responded to the GLL questionnaire as designed and developed by Constantinides (2013). Using a Spearman correlational coefficient test and regression analysis, results show that GLLs’ scores significantly correlate (r = .81) and reliably predict the respondents’ achievement test scores. The paper ends with a conclusion and some pedagogical implications to promote EFL learning and teaching.

An Experienced Austrian Educator's View on the 3-D Skills Implemented to Design and Integrate an Alien Mystery in OpenSim

2016 ◽  
Vol 6 (4) ◽  
pp. 56-74 ◽  
Author(s):  
Stella K. Hadjistassou ◽  
Judith Molka-Danielsen
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Learning Environments ◽  
Virtual Learning ◽  
Language Teachers ◽  
Virtual Learning Environments ◽  
School Students ◽  
Learning And Teaching ◽  
Training Stage ◽  
Task Oriented

With their playful game-oriented nature, virtual learning environments can form constructive ecosocial settings for enacting game-driven collaborative tasks that have real pedagogical, learning, and teaching implications. Even though multiple studies have been undertaken in virtual learning environments, there is a dearth of studies on the constellation of complex interrelated skills and knowledge that second or foreign language educators integrate in actual situated contexts to design and offer task-oriented game-driven learning activities. Building on Compton's (2009) framework, this study investigates the complex set of technological, pedagogical, and evaluation skills that an expert Austrian educator, Franziska integrated to design a multifaceted game-oriented plot in the virtual village of Chatterdale in OpenSim in order to engage thirteen-year-old Austrian and Norwegian high school students in oral interactions during three slightly different task-oriented quests to solve an alien mystery. Data analysis of an interview, reflective comments on a wiki, and follow-up emails indicate that the design and integration of an epistemic game in praxis forms a collaborative endeavor involving the integration of a set of complex and multifaceted sets of skills and knowledge. The study investigates the skills that emerged during two stages, the planning, preparation, and student training stage and integration stage. The findings of this study can be used to broaden the pedagogical discussion on the skills and knowledge that second or foreign language teachers need to acquire and apply to design successful playful task-driven learning quests in virtual learning environments.

scholarly journals Learning and Teaching Mathematics with Online Social Networks: The Case of Facebook

2021 ◽  
Author(s):  
Yaniv Biton ◽  
Ruti Segal
Keyword(s):  
Social Networks ◽  
High School Students ◽  
Online Social Networks ◽  
Mathematical Thinking ◽  
Collaborative Work ◽  
Online Social Network ◽  
School Students ◽  
Learning And Teaching ◽  
Wide Range ◽  
Matriculation Exam

We present here a study in which a digital-based communication platform is used for collaborative work in the learning and teaching processes. In this case, we focused on Facebook as the online social network to help motivate high-school students to become well prepared for their Bagrut (matriculation) exam in mathematics. To this end, the Center for Educational Technology (CET) established a “virtual review session” on Facebook before the exam in which 614 students and 16 teachers participated. We aimed to answer two questions: what learning and teaching opportunities can Facebook offer to prepare students for the mathematics matriculation exam? and how do students and teachers perceive learning processes via social networks? Our analysis was qualitative. The findings indicate that Facebook, for one, can offer excellent learning and teaching opportunities as a result of the interactions that evolve between the students themselves and between the students and teachers. For the students, this digital social platform helps promote peer evaluation, exposes them to a wide range of questions and solutions, and fosters the development of mathematical thinking and creativity. For the teachers, it helps expand their technological and pedagogical-mathematical knowledge.

scholarly journals Virtualni svijet djece i mladih: izazovi na putu odrastanja

2021 ◽  
Vol 20 (1_2 2020) ◽  
pp. 79-110
Author(s):  
Ivana Sivrić ◽  
Maja Pandža Topić
Keyword(s):  
Social Networks ◽  
Local Community ◽  
Early Stage ◽  
Real Life ◽  
Compulsory Education ◽  
Media Education ◽  
Children And Youth ◽  
The Media ◽  
The Difference ◽  
Media Habits

The media raises our children and form an important part of their daily lives. It is impossible to imagine life without the presence of the media. They are the main source of information, content, and topics on upbringing, education, culture, politics, and entertainment. The media are socializing agent which impact on society, children and youth is significant. Accordingly, there should be a greater social intention for media education and training. The role of media education in our schools is still underused, often marginalized and sometimes misunderstood by both teachers, preschool teachers, children and young people. The number of media, internet users and profiles and social networks is growing every day, as evidenced by numerous studies, but there is not enough education for the media nor education for critical thinking. Therefore, in this paper we tried to explore the media habits of children and youth in the local community, with special reference to the time that they spent on the Internet, mostly on social networks, and whether the time spent affected their daily interactions with the environment, friends, family and, at the end of the day, their succes in school. We where interested in how much they used social network, at what age they created their profiles, and how free they felt in providing information about themselves and others through the media. According to the results, children create their profiles on social networks at a very early stage, even when they are not ready or educated for it. In addition, children are very open to the virtual world of communication with the people they do not know in real life, even to meet strangers without being aware of possible manipulation, false profiles, violence and the like. There is a clear awareness among most respondents about the need for media education, regardless of the difference in the amount of time that they spend on social networks, as well as a clearly articulated stand on the need to introduce media education as part of compulsory education in schools.

scholarly journals Cultura corporal: influências das redes sociais virtuais sobre as compreensões de estudantes

2020 ◽  
Vol 4 (2) ◽  
pp. 142
Author(s):  
Fábio Souza de Oliveira ◽  
Cláudio Márcio Oliveira
Keyword(s):  
Social Networks ◽  
High Performance ◽  
Basic Education ◽  
Redes Sociales ◽  
Education Students ◽  
School Students ◽  
Educational Approach ◽  
Body Culture ◽  
The Media ◽  
The City

ResumoO presente estudo teve como objetivo analisar as possíveis influências das redes sociais sobre as compreensões dos estudantes da educação básica a respeito dos elementos da cultura corporal. Participaram da pesquisa cento e vinte e oito alunos do ensino fundamental II, de uma escola pública estadual da cidade de Feira de Santana. Verificamos neste estudo a presença de um modelo de voleibol que foi instituído antes mesmo do tratamento pedagógico do voleibol na escola, o voleibol midiático, de alto rendimento. Conclui-se que, através da abordagem mídia-educativa, é possível propor resistência às construções fragmentadas propostas pelas mídias, particularmente pelas redes sociais virtuais, a respeito dos elementos da Educação Física.Palavras-chave: Mídia-Educação. Educação Física Escolar. Redes Sociais Virtuais.Body culture: influences of virtual social networks about the students understandingAbstractThis study aimed to analyze the possible influences of social networks about the Basic Education students understanding regarding the elements of body culture. One hundred twenty-eight elementary school students from a state public school in the city of Feira de Santana participated in the research. In this study, we verified the presence of a volleyball model that was instituted even before the pedagogical treatment of volleyball at school, high-performance media volleyball. It was concluded that, through the media-educational approach, it is possible to propose resistance to the fragmented constructions proposed by the media, particularly through virtual social networks, regarding the elements of Physical Education.Keywords: Media-Education. School Physical Education. Virtual Social Networks.Cultura corporal: influencias de las redes sociales virtuales en la comprensión de los estudiantesResumenEste estudio tuvo como objetivo analizar las posibles influencias de las redes sociales en la comprensión de los estudiantes de Educación Básica con respecto a los elementos de la cultura corporal. Ciento veintiocho estudiantes de primaria de una escuela pública estatal en la ciudad de Feira de Santana participaron en la investigación. En este estudio, verificamos la presencia de un modelo de voleibol que se instituyó incluso antes del tratamiento pedagógico del voleibol en la escuela, voleibol mediático de alto rendimiento. Concluimos que, a través del enfoque mediático-educativo, es posible proponer resistencia a las construcciones fragmentadas propuestas por los medios, particularmente a través de redes sociales virtuales, con respecto a los elementos de la Educación Física.Palabras clave: Média-Educación. Educación Física Escolar. Redes Sociales Virtuales.

scholarly journals DEVELOPMENT OF INNOVATIVE INSTRUCTIONAL MEDIA BASED ON LECTORA FOR ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 1 (2) ◽  
pp. 59-72
Author(s):  
Elisa ◽  
Widyasari ◽  
La Ode Amril
Keyword(s):  
Development Research ◽  
Instructional Media ◽  
School Students ◽  
Feasibility Assessment ◽  
Third Stage ◽  
Teachers And Students ◽  
Innovative Learning ◽  
The Media ◽  
Media Applications ◽  
Class Teacher

This research is motivated by the problem of the lack of use of school facilities and technology-based learning media in learning activities. This study aims to develop learning media in the form of innovative learning media based on Lectora applications and determine the quality of the media based on assessments by media experts, material experts, class teachers and students. This development research uses a 4D development model that is tailored to the needs of the research so it is only carried out until the third stage, namely define, design, and development. The subject of this product was conducted to 1 media expert, 1 material expert, 1 class teacher and 30 grade IV students at SDN Harjasari 01 with analysis of the research techniques used were quantitative and qualitative. Data collection in this study was carried out by observation, interview, documentation and questionnaire. Based on the analysis of research results in the form of Lectora-based innovative learning media applications which were assessed by 1 learning media expert, 1 mathematical material expert, 1 class teacher and 30 students produced conclusions worthy of use. Analysis of the feasibility assessment by mathematicians gained an average of 4.35, indicating a very good category, evaluations by instructors of instructional media obtained an average of 4.2 aimed at good categories, then an assessment by the class teacher obtained an average of 4.8 indicating very good and learning media developed were tested on 30 students and produced an average of 113.9 showing good categories. Development research that has been done can be concluded that innovative learning media based on Lectora in Mathematics Subjects of Fractional Class IV material is feasible to be used in learning in good categories according to media experts, very good according to material experts, very good according to class teachers and good according to students.

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