Supporting Mobile Learners

2012 ◽  
pp. 36-56
Author(s):  
Krassie Petrova ◽  
Chun Li
Keyword(s):  
International Students ◽  
Text Messaging ◽  
Teaching And Learning ◽  
Course Design ◽  
Language Of Instruction ◽  
Student Centered ◽  
Short Text ◽  
Physical Location ◽  
Academic Courses ◽  
Communications Services

Mobile learning (mLearning) is a form of technology supported learning that may meet the needs of learners who frequently change their physical location (‘mobile learners’). Ubiquitous mobile data technologies like SMS (Short Text messaging Service) allow designing learning and communications services that support student-centered teaching and learning. This paper presents the results of an action research (AR) project in which an SMS based mLearning service was integrated with classroom teaching in the context of international students studying English before enrolling in regular academic courses with English as the language of instruction. The findings of the two AR cycles suggest that the mLearning approach has added flexibility to the course design and has motivated students to improve academically. The concept and the methodology can be extended to other contexts.

Supporting Mobile Learners

2011 ◽  
Vol 6 (3) ◽  
pp. 46-65
Author(s):  
Krassie Petrova ◽  
Chun Li
Keyword(s):  
Text Messaging ◽  
Teaching And Learning ◽  
Course Design ◽  
Classroom Teaching ◽  
Language Of Instruction ◽  
Student Centered ◽  
Mobile Data ◽  
Short Text ◽  
Academic Courses ◽  
Communications Services

Mobile learning (mLearning) is a form of technology supported learning that may meet the needs of learners who frequently change their physical location (‘mobile learners’). Ubiquitous mobile data technologies like SMS (Short Text messaging Service) allow designing learning and communications services that support student-centered teaching and learning. This paper presents the results of an action research (AR) project in which an SMS based mLearning service was integrated with classroom teaching in the context of international students studying English before enrolling in regular academic courses with English as the language of instruction. The findings of the two AR cycles suggest that the mLearning approach has added flexibility to the course design and has motivated students to improve academically. The concept and the methodology can be extended to other contexts.

scholarly journals Motivation of Taking Distance-Learning and Online Programmes: A Case Study in a TAFE Institution in Australia

2021 ◽  
Vol 10 (6) ◽  
pp. 11
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Decision Making ◽  
Distance Learning ◽  
International Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Career Goals ◽  
Academic Courses ◽  
Online Distance Learning ◽  
Online Distance

The distance-learning and online courses and programmes are popular during the COVID-19 Pandemic due to the recommendation of social distancing and closure of borders in Australia. The purpose of this study is to explore and understand the motivation and decision-making processes of international students who continue their academic courses and programmes using online distance-learning platforms under the COVID-19 Pandemic. With the case study design, the researcher recruited 20 international students who are currently completing their academic courses and programmes through distance-learning from a Technical and Future Education (TAFE) institution in Australia. Based on the Social Cognitive Career and Motivation Theory, the researcher categorised that the educational achievements and career goals, the achievements of education and career goals, and interests in career development drove the factors of their motivation and career-decision-making process. The results of this study will provide a blueprint for school leaders, department heads, government agencies, policymakers, and researchers to reform and upgrade the current curriculum for technologically-assisted teaching and learning strategies and international students’ experiences.   Received: 16 June 2021 / Accepted: 11 August 2021 / Published: 5 November 2021

scholarly journals Design and Implementation of Multidimensional Interaction in Online English Course under the Assistance of Omnimedia

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Ming Cao
Keyword(s):  
Class Number ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
New Technology ◽  
Online Teaching And Learning ◽  
Student Centered ◽  
Offline Learning ◽  
Teaching Concept ◽  
Network Platform

The method of multidimensional interaction in online teaching and learning requires teachers to harness the techniques of omnimedia and have an overall course design to achieve similar results as offline learning. Supported by QQ, Lanmo Cloud Class, and WeChat platforms, online English courses implement multidimensional interaction method to enhance language communication. This method compensates for the inefficacy of online teaching and learning which falls short of face-to-face interaction and considers the needs of students. The quasiexperimental study sampled 66 freshmen English major students in an ordinary college via Integrated English Online Course for three months. By using T-test of SPSS 26.0, statistics showed that there were significant differences between the experimental class (Number 35) and the control class (Number 31) in students’ feedback ( p = 0.044 , < 0.05 ) and the results of their final examinations ( p = 0.049 , < 0.05 ). The results indicated that multidimensional interaction in online English course under the assistance of omnimedia appeared effective. It also reflected that both teachers and students should grasp the skills of using new technology and make good use of omnimedia network platform. Teachers need to change traditional teaching concept to student-centered and create effective teaching design while students need to overcome the discomfort and actively engage in online learning to achieve the goals.

Minding the Gap: A (Re)consideration of Influences on Student Success

2019 ◽  
Vol 34 (2) ◽  
pp. 51-71
Author(s):  
Tracy Worthington
Keyword(s):  
International Students ◽  
Student Success ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Home School ◽  
Academically Successful ◽  
Ecological Approach ◽  
Community Settings ◽  
Student Centered ◽  
Teaching And Learning Environment

Drawing partly on publicly accessible commentary on 2015 Programme for International Students Assessment (PISA) scores (Organisation for Economic Cooperation Development, [OECD], 2016),i this article reminds educators of the need to reflect on past, present, and possible future interventions and strategies to help all students be academically successful. Discussion includes how a STEM/STEAM-based 21st century skills framework can have a positive impact on student achievement by creating an engaging, challenging, rigorous, student-centered teaching and learning environment. The article stresses the importance of taking a unified ecological approach involving home, school, and community settings when attempting to understand how and why students have been academically successful, and conversely unsuccessful. Reminding educators of the importance of reform across the entire PK-21 setting, this article provides a timely (re)discussion of a perennial yet crucial educational topic on how to meet the needs of current and future students in a rapidly changing world.

Using Active Student-Centered Learning-Based Instructional Design to Develop Faculty and Improve Course Design, Delivery, and Evaluation

2007 ◽  
Vol 22 (1) ◽  
pp. 105-118 ◽  
Author(s):  
David Lavoie ◽  
Andrew J. Rosman
Keyword(s):  
Instructional Design ◽  
Active Learning ◽  
Faculty Development ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Master Of Science

This paper describes how the Resource-Enriched Learning Model (RELM), an active student-centered approach to faculty development and course design, delivery, and evaluation (Lavoie 2001), has been applied to develop an online Master of Science in Accounting Program. With its focus on the processes underlying quality teaching and learning, RELM provides faculty with a skill set learned in the same environment that they ultimately will create for their students. Having experienced active learning firsthand in the online environment, faculty are better prepared to create a similar learning environment for their students.

From Visualization Framework on Teaching Process

2021 ◽  
pp. 195-209
Author(s):  
Suzana Pasanec Preprotić ◽  
Gorana Petković
Keyword(s):  
Student Development ◽  
Teaching And Learning ◽  
Business Leaders ◽  
Learning Approaches ◽  
Prior Learning ◽  
Critical System ◽  
Student Centered ◽  
Student Centered Learning ◽  
Academic Courses ◽  
Personal Skills

A framework for learning was developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge that students need to succeed in work, life, and citizenship, as well as the support system for learning outcomes. The critical system ensures student development and learning environment, including their personal skills, content knowledge, and important expertise, which they will need at Faculty, on the job, and generally in life. Students achieve better when they are actively engaged in solving meaningful problems. Today, among other academic courses, ICT-based learning provides an active learning process that enhances student-centered learning approaches, collaborative and participative forms of teaching and learning. Dialog, writing, and “high-order thinking” have significant importance, which directly improve communicative learning processes, including social network model of thinking. That process involves focusing on achieving a particular prior learning outcome (previous courses) and resolution comprehension of all aspects of the issue.

scholarly journals An Analysis of EFL Learners’ Needs for Student-Centered Translation Course Design

2014 ◽  
Vol 2 (1) ◽  
pp. 76
Author(s):  
Hui-chuan Wang
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Skill Training ◽  
Descriptive Analysis ◽  
Cultural Knowledge ◽  
Instructional Materials ◽  
Learning Goals ◽  
Student Centered ◽  
Efl Learners ◽  
Central Taiwan

<p><em>In recent years, translation learning has been a main focus of university language learners, but no studies in students’ needs have been explored for translation course design. Thus, the current research aimed to analyze EFL learners’ needs for student-centered translation course design. The subjects were 90 juniors from the Department of Applied Foreign Languages at a technological university in central Taiwan. The instrument was a 45-item questionnaire on learning goals, course planning, instructional materials, teaching and learning, and evaluation. Descriptive analysis was conducted on the Likert-scale questionnaire items to calculate frequencies, percentages, means, ranks, and standard deviations. The results showed that English-major students believed translation courses are required for both language and working skill training. The findings also implied that translation curriculum should involve more authentic materials, learning activities, and evaluation. The genres and topics selection need to take learners’ interests and small ‘c’ cultural knowledge into account. It is also suggested that classes be smaller to increase interactions between teachers and students. With explicit guidelines, group work in a translation course can lead to success in translation learning. The practical implications of the current study were also discussed. </em></p>

From Visualization Framework on Teaching Process

2018 ◽  
pp. 237-250
Author(s):  
Suzana Pasanec Preprotić ◽  
Gorana Petković
Keyword(s):  
Student Development ◽  
Teaching And Learning ◽  
Business Leaders ◽  
Learning Approaches ◽  
Prior Learning ◽  
Critical System ◽  
Student Centered ◽  
Student Centered Learning ◽  
Academic Courses ◽  
Personal Skills

A framework for learning was developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge that students need to succeed in work, life, and citizenship, as well as the support system for learning outcomes. The critical system ensures student development and learning environment, including their personal skills, content knowledge, and important expertise, which they will need at Faculty, on the job, and generally in life. Students achieve better when they are actively engaged in solving meaningful problems. Today, among other academic courses, ICT-based learning provides an active learning process that enhances student-centered learning approaches, collaborative and participative forms of teaching and learning. Dialog, writing, and “high-order thinking” have significant importance, which directly improve communicative learning processes, including social network model of thinking. That process involves focusing on achieving a particular prior learning outcome (previous courses) and resolution comprehension of all aspects of the issue.

DIGITAL TRANSFORMATION IN EDUCATION: ACTIVE LEARNERS

2019 ◽  
pp. 14-21
Author(s):  
Sevinç GÜLSEÇEN
Keyword(s):  
Computer Games ◽  
Digital Technology ◽  
Electronic Music ◽  
Teaching And Learning ◽  
Active Role ◽  
Digital Transformation ◽  
Technology Literacy ◽  
Digital Television ◽  
Student Centered ◽  
Student Centered Learning

It is argued that the digital technology has made possible the vast range of applications and media forms including virtual reality, digital special effects, digital film, digital television, electronic music, computer games, multimedia, the Internet, the World Wide Web, digital telephony and so on [8]. Digital transformation has been particularly influential in new directions of society.Providing schools with digital technology promises a high return on investment. The presence of computers and Internet access raises technology literacy and skills, better preparing the future generations to participate in the information society [12]. To this end, schools represent ideal access points because they cover a large part of the population, especially in developing countries. Starting from 1990s, many educators have been realised the potential of Internet for educational purposes and began to introduce it into classrooms. According to [10] the popularity of web-based teaching and learning lies in the strengths of its distributed nature and the case of its browsing facility. Both the use of digital technology and increased interest in student-centered learning may lead to a significant change of the teacher’s role, as well as the recognition of the active role of the learner in the learning process.

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Text Messaging ◽  
Teaching And Learning ◽  
Discussion Board ◽  
Academic Programs ◽  
Higher Learning ◽  
College Programs ◽  
Near Future ◽  
Selected Functions

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

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