Design of Blended Mobile Learning in an Urban Environment

2018 ◽  
pp. 796-817
Author(s):  
Adam K. L. Wong ◽  
Artie Ng
Keyword(s):  
Urban Environment ◽  
Mobile Learning ◽  
Online Courses ◽  
Learning Technologies ◽  
Student Response ◽  
Educational Institutions ◽  
Student Response Systems ◽  
Adoption Of Technology ◽  
E Learning ◽  
Response Systems

As mobile phones become more and more common, the term mobile learning has received a lot of attention in recent years. Although teachers at educational institutions and managers in companies are aware of this new learning mode, many are uncertain if such adoption of technology is suitable for them. They are also puzzled by the various forms of e-learning, including Learning Management System (LMS), Massive Open Online Courses (MOOC), Augmented Reality (AR) and Student Response Systems (SRS). This aim of this chapter is to provide educators and managers with an overview of the different forms of e-learning. It begins by reviewing LMS and MOOC, and then it focuses on SRS and AR. The following three types of SRSs are discussed – Clicker-based, Mobile phone-based and Game-based. Exemplars are described to show the benefits of mobile learning when it is properly designed and well-implemented by the educators in an urban environment. The chapter concludes by stating the implications of mobile learning technologies for working professionals.

Design of Blended Mobile Learning in an Urban Environment

2017 ◽  
pp. 102-123
Author(s):  
Adam K. L. Wong ◽  
Artie Ng
Keyword(s):  
Urban Environment ◽  
Mobile Learning ◽  
Online Courses ◽  
Learning Technologies ◽  
Student Response ◽  
Educational Institutions ◽  
Student Response Systems ◽  
Adoption Of Technology ◽  
E Learning ◽  
Response Systems

As mobile phones become more and more common, the term mobile learning has received a lot of attention in recent years. Although teachers at educational institutions and managers in companies are aware of this new learning mode, many are uncertain if such adoption of technology is suitable for them. They are also puzzled by the various forms of e-learning, including Learning Management System (LMS), Massive Open Online Courses (MOOC), Augmented Reality (AR) and Student Response Systems (SRS). This aim of this chapter is to provide educators and managers with an overview of the different forms of e-learning. It begins by reviewing LMS and MOOC, and then it focuses on SRS and AR. The following three types of SRSs are discussed – Clicker-based, Mobile phone-based and Game-based. Exemplars are described to show the benefits of mobile learning when it is properly designed and well-implemented by the educators in an urban environment. The chapter concludes by stating the implications of mobile learning technologies for working professionals.

Students’ Motivation to Participate via Mobile Technology in the Classroom: A Uses and Gratifications Approach

2018 ◽  
Vol 41 (3) ◽  
pp. 234-253 ◽  
Author(s):  
Bela Florenthal
Keyword(s):  
Knowledge Acquisition ◽  
Uses And Gratifications ◽  
Marketing Research ◽  
Student Response ◽  
Research Trend ◽  
Student Response Systems ◽  
Technology In The Classroom ◽  
E Learning ◽  
Response Systems ◽  
Motivation To Participate

E-learning applications have been rapidly adopted by instructors inside and outside of the classroom. As a result, some researchers have started to assess their usefulness applying uses and gratifications (U&G) theory. This study expands the existing research trend exploring students’ motivation to use a mobile polling application in the classroom. Qualitative data were collected in a marketing research course, and U&G-based categories and themes were identified. An inductive analysis rendered five main motivational categories: (a) knowledge acquisition and learning; (b) expression of self and others; (c) interaction, engagement, and enjoyment; (d) convenience; and (e) annoyance. Five motivational themes emerged for knowledge acquisition and learning category, whereas for expression of self and others, four themes were identified. The other three categories, interaction, engagement, and enjoyment; convenience; and annoyance resulted in three motivational themes per category. A discussion on how the study findings compare to previous student response systems and e-learning research as well as a presentation of testable propositions conclude this article.

Designing an Interactive and Engaging Module Sites Using the RASA Model

2018 ◽  
pp. 65-88 ◽  
Author(s):  
Wong Yau Hsiung
Keyword(s):  
Student Performance ◽  
Asynchronous Communication ◽  
Discussion Board ◽  
Learning System ◽  
Student Response ◽  
Assessment Tools ◽  
Student Response Systems ◽  
Communication Tools ◽  
E Learning ◽  
Response Systems

In Taylor's University, Taylor's integrated Moodle e-learning system (TIMeS) is the learning management system (LMS) that instructors use to deliver and manage module site. The purpose of this chapter is to summarize the R.A.S.A. (resources, activities, supports, and assessments) model, an innovative technique used in designing module site which led to improved student achievement. The resources are visually engaging and interactive. They are followed by both facilitated and self-paced activities, which enable students to learn at anytime and anywhere. The simulation and scenario-based activities engages the student's intellect and imagination, while the game-based activities create a fun and motivating experience to the student. These activities are supported by synchronous and asynchronous communication tools. Students can use forum, discussion board to collaborate, and social apps to comment and exchange ideas. Assessment tools such as quiz, assignment, and student response systems are used to gather real-time feedback on student performance.

scholarly journals Institutional Collaboration on MOOCs in Education—A Literature Review

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Anne-Mette Nortvig ◽  
René B Christiansen
Keyword(s):  
Literature Review ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Passive Resistance ◽  
Institutional Collaboration ◽  
The Us ◽  
E Learning ◽  
The Common ◽  
Common Learning

<p class="3">This literature review seeks to outline the state of the art regarding collaboration between educational institutions on Massive Open Online Courses (MOOCs) launched in Europe and in the US for the past 10 years. The review explores enablers and barriers that influence national institutional MOOC collaboration, and looks into how existing knowledge about institutional collaboration on e-learning can be used in MOOC collaboration. The review is based on a literature search in databases and on snowballing techniques. It concludes that collaboration on MOOCs can be advantageous in terms of ensuring quality and innovation in the common learning designs, and that—in order to succeed—such projects need strategic and institutional support from all partners involved. Moreover, the review points out barriers concerning the reluctance of individual institutions to engage in national collaboration due to fear of potential loss of their own national branding and the teachers’ hesitancy or passive resistance to new educational platforms and formats.</p>

scholarly journals Student Response Systems: a rationale for their use and a comparison of some cloud based tools

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Martin Compton ◽  
Jason Allen
Keyword(s):  
Student Response ◽  
Student Response Systems ◽  
Score Analysis ◽  
Response Systems ◽  
Analysis System

Student Response Systems (SRS) take many forms but we argue that there are compelling reasons to use some form of SRS in lectures and seminars at some points in the year, irrespective of subject taught and setting. Deciding which tool to use can be a challenge which is why we have selected a range of cloud based SRS types with varying functions and levels of difficulty and offer reviews of each here using the 'SCORE' analysis system enabling the reader to compare the perspectives of experienced users of each tool before trialling one or more of them. The tools we review here are:  Todaysmeet, Slido, Polleverywhere, Mentimeter, Socrative, Kahoot and Zeetings.** Note from Authors 17th May 2018: Since publication we have received notice that Todaysmeet will cease operating in June 2018

scholarly journals Acid Test of Ghana’s Educational Institutions Operating Distance Learning Programs

2020 ◽  
pp. 10-17
Author(s):  
William K Koomson ◽  
Naa Kai Amanor-Mfoafo
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Online Teaching ◽  
Learning Technologies ◽  
Educational Institutions ◽  
Learning Platform ◽  
Proposed Model ◽  
Learning Programs ◽  
Operating Distance ◽  
Acid Test

The outbreak of the COVID-19 pandemic is an unprecedented blow to the Ghanaian Educational System. Following the closure of all educational facilities in Ghana in March 2020, the country’s President ordered for the adoption of distance learning. This poses the question: how prepared are Ghanaian institutions to carry out distance learning using online teaching approaches? Most institutions in Ghana offering distance learning programs currently adopt the usage of the tutorial method where there is minimal or no usage of online learning technologies. This article discusses the potential usage of mobile learning by Ghanaian Educational Institutions operating distance learning programs in the wake of combating the COVID-19. It proposes a model to support the use of WhatsApp Messenger as an online tool to support distance learning programs. The proposed model is a summary comparison between a typical Learning Management System (LMS) using Jurado’s classification and the proper application of the use of WhatsApp Messenger as a mobile learning platform in a Ghanaian context.

scholarly journals Clickers, Best Uses and Benefits

2021 ◽  
Author(s):  
◽  
Renato Herrera Hernández
Keyword(s):  
First Trimester ◽  
Student Response ◽  
Student Response System ◽  
Student Response Systems ◽  
Response System ◽  
Large Size ◽  
Quality Of Teaching ◽  
Response Systems ◽  
Engaging Student

<p>This study provides an analysis of the use student response systems in undergraduate and postgraduate classrooms. Research was conducted utilising a qualitative analysis approach, grounding theories by reviewing related literature, interviewing lecturers and conducting class observation. The study was carried out over two consecutive trimesters, summer 2010 and first trimester of 2011, at Victoria University of Wellington, New Zealand. By conducting this research it is hoped to help improving the quality of teaching. Within this study, it was determined that student response systems are useful for both engaging student and increasing their overall enjoyment of the class. The benefit of using student response systems in the classroom was also found to be dependent on preserving the novelty of the technology and keeping students’ responses anonymous, by redesigning lecturers to have proper student response system questions in order to make the most out of the technology. Overall, this study determined that the decision whether or not to utilise student response systems in the classroom should be made based on the level of education of the class and its objectives, whether it is a lecture, tutorial or seminar, with clickers working best in large size, undergraduate classrooms.</p>

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