scholarly journals Babbel Language Learning Podcasts

2020 ◽  
Vol 13 (3) ◽  
pp. 43
Author(s):  
Zachary Sporn ◽  
Julia Chanter ◽  
Daniel Meehan
Keyword(s):  
Best Practices ◽  
Language Learning ◽  
Mobile Learning ◽  
Learning Experiences ◽  
E Learning

<p class="0BodyText">Winner of the 2020 IELA E-Learning Award in the category Mobile Learning, Babbel’s slate of language learning podcasts provide innovative audio learning experiences, designed and hosted by linguistic experts. This article describes the pedagogical method and expertise behind Babbel's podcasts along with some best practices for creating effective audio-based learning experiences.</p>

scholarly journals Self-directed use of mobile devices for language learning beyond the classroom

ReCALL ◽  
2017 ◽  
Vol 30 (3) ◽  
pp. 299-318 ◽  
Author(s):  
Chun Lai ◽  
Dongping Zheng
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Language Learners ◽  
Mobile Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Educational Interventions ◽  
Three Dimensions ◽  
Foreign Language Learners ◽  
Learning Tasks

AbstractThe essence of mobile learning is learners’ agentic use of mobile devices to create learning experiences across time and space. Thus, understanding learners’ perceptions and preferred use of mobile devices for learning are critical to realizing the educational potentials of mobile learning. This study explored language learners’ self-directed use of mobile devices beyond the classroom through a survey and interview study with foreign language learners at a university in Hong Kong. A total of 256 learners were surveyed and 18 were interviewed to understand the nature of mobile language learning experiences that these learners engaged in autonomously beyond the classroom. Exploratory factor analysis yielded three dimensions of self-directed out-of-class mobile learning experience. Among the three dimensions, learners were found to use mobile devices more for facilitating the personalization of learning than for enhancing the authenticity and social connection in learning. This study further revealed that selective use was an outcome of the interaction between learner-defined affordances of the devices, their culturally informed and habitual use of the devices, their perceptions of the nature of the learning tasks, and the tempo-spatial circumstances of task implementation. The findings suggest that these factors need to be considered when designing mobile learning activities and educational interventions that promote mobile learning beyond the classroom.

Mobile Assisted Language Learning Experiences

2017 ◽  
Vol 9 (1) ◽  
pp. 49-66 ◽  
Author(s):  
Daesang Kim ◽  
Daniel Ruecker ◽  
Dong-Joong Kim
Keyword(s):  
Language Learning ◽  
Instructional Strategies ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Learning Experiences ◽  
Mixed Methods Design ◽  
Effective Learning ◽  
Design And Implementation ◽  
Mobile Assisted Language Learning ◽  
Practical Recommendations

The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students and teachers. The authors conducted a convergent mixed methods design to achieve the research objectives. Three critical and practical recommendations for effective mobile learning experiences were scrutinized for design and implementation of Mobile Assisted Language Learning (MALL): effective instructional strategies, training or professional workshop development, and ongoing technical support and assistance.

Mobile Learning Using Mobile Phones in Japan

2011 ◽  
pp. 64-83 ◽  
Author(s):  
Midori Kimura
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
English Language ◽  
Educational Process ◽  
English Language Learning ◽  
Good Program ◽  
The Past ◽  
E Learning ◽  
Model Programs

The past ten years has seen remarkable developments in mobile devices, especially mobile phones, and interest in the potential of using mobile phones in an educational setting has intensified recently. The author’s working group, in cooperation with eLPCO (e-learning Professional Competency) at Aoyama Gakuin University in Japan, started a mobile learning project in 2002 to demonstrate model programs of mobile learning using mobile phones (mLearning/MPs), with the findings from all the experiments conducted over the past seven years contributing to the educational process. This chapter first discusses the barriers, such as the psychological, pedagogical, and technological issues, that mLearning/MPs had to overcome. Next, the author introduces findings obtained from four projects carried out on the English language by mobile phones, and then provides suggestions on essential conditions required for a good program for mLearning/MPs. The chapter proposes open source-based mobile services as a way of overcoming barriers faced by mLearning/MPs, and as an effective model for English language learning using mobile phones.

Portable Handheld Language Learning from CALL MALL to PALL

2011 ◽  
pp. 539-553 ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Virtual Learning ◽  
Handheld Devices ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mobile Assisted Language Learning ◽  
The Future ◽  
E Learning ◽  
Definition Of

This chapter explores aspects of portable handheld language learning that are likely to benefit many mobile assisted language learning (MALL) practitioners. Portable handheld language learning refers to mobile, virtual, and ubiquitous language learning mediated through mobile handheld devices. Currently, both computer assisted language learning (CALL) and MALL seem to dominate the act of language learning. Against this background the chapter first provides a brief review of CALL, highlighting CALL technologies helping mediate language learning. Second, it delineates features typifying e-Learning and contends that CALL is more closely linked to traditional e-Learning than MALL. Third, it provides empirical instances of MALL and argues that the future of language learning lies more with MALL and especially with pen assisted language learning (PALL) than with CALL. Finally, it maintains that an all-encompassing and multidimensional definition of mobile learning is necessary if MALL is to evolve into a mainstream virtual learning enterprise.

Developing Interactive Mobile Learning Experiences for Healthcare Professionals

2020 ◽  
Vol 12 (2) ◽  
pp. 40-52
Author(s):  
Hugh Kellam
Keyword(s):  
Best Practices ◽  
Mobile Learning ◽  
Situated Learning ◽  
Resource Sharing ◽  
Healthcare Professionals ◽  
Learning Experiences ◽  
Discussion Forums ◽  
Mixed Methods Case Study ◽  
Collaboration And Communication ◽  
Context Specific

The purpose of this article was to examine best practices for designing inquiry-based contextual instructional content and determining the pedagogical uses and impacts of communities of practice for supporting mobile learning activities. In this convergent parallel mixed methods case study, mobile learning experiences were accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. Impact was measured by the learning outcomes and experiences of study participants. Findings highlighted the effectiveness of context-specific, situated learning content for application of learned skills, integration of new knowledge, and identification of best practices. Synchronous discussion forums were examined for collaboration and communication during mobile learning, and asynchronous forums were ideal for post-learning collaboration, problem-solving and resource sharing.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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.

Lecturers’ Role in Design and Implementation of E-Learning Processes

2020 ◽  
pp. 287-298
Author(s):  
Mārtiņš Spridzāns
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
The State ◽  
Ict In Education ◽  
Policy Documents ◽  
Strategic Approach ◽  
Information And Communication ◽  
E Learning

The potential of Information and Communication Technologies (ICT) is playing increasing role in various pedagogical contexts. The necessity to integrate technologies in learning enhances educators’ digital competences is constantly highlighted in education policy documents European Union and national strategic documents and recommendations. Following the advance of digital technologies, the State Border Guard College of Latvia is constantly looking after innovations in ICT and education contexts. Since 2011 Specialized English language e-learning course for border guards is being implemented, other professional e-learning courses are being systematically introduced, currently 8 specialised qualification courses are available, on average 300 border guards graduate e-learning courses annually. Having in mind the continuous advancement of ICT in education contexts as well as the strategic approach of the State Border Guard College to continue the development of e-learning systems author of this article intends to describe the system of e-learning used in border guards’ training, explore and summarize the theory and best practices on using ICT in pedagogical context, educators’ roles in development and implementation of e-learning courses.

A Survey of E-Learning Implementation Best Practices in Jordanian Government Universities

2011 ◽  
Vol 8 (4) ◽  
pp. 283
Author(s):  
HAROON SALEM AL-TARAWNEH ◽  
SATTAM ALLAHAWIAH
Keyword(s):  
Best Practices ◽  
E Learning
Sign in / Sign up

Export Citation Format

Share Document