Technical Evaluation of Wireless Communications in a Mobile Learning Architecture

2011 ◽  
pp. 297-314
Author(s):  
Javier Carmona-Murillo ◽  
Jaime Galán-Jiménez ◽  
José-Luis González-Sánchez
Keyword(s):  
Mobile Learning ◽  
Mobile Networks ◽  
High Growth ◽  
Portable Devices ◽  
Desktop Computer ◽  
Embedded Devices ◽  
Wireless Technologies ◽  
Learning Platform ◽  
Mobile Learning Environment ◽  
Technical Evaluation

Due to the high growth of mobile networks and portable devices, learning process is evolving from desktop computer to mobile devices. In this sense, technologies and services that support this change are also evolving. The appearance of portable devices has made users to take part in this process from anywhere. On the other hand, architectures used in a mobile learning environment are designed to offer users the ability of participate in learning activities from its embedded devices. Campus Ubicuo is a mobile architecture over which learning services can be developed. The successful of any mobile learning platform fundamentally depends on the quality in learning services and also in the good operation of wireless technologies. In this chapter, we focus on this second aspect. We have evaluated the behaviour of wireless technologies in a mobile learning architecture when different services are offered through diverse networks.

Technical Evaluation of Wireless Communications in a Mobile Learning Architecture

2012 ◽  
pp. 587-603
Author(s):  
Javier Carmona-Murillo ◽  
Jaime Galán-Jiménez ◽  
José-Luis González-Sánchez
Keyword(s):  
Mobile Learning ◽  
Mobile Networks ◽  
High Growth ◽  
Portable Devices ◽  
Desktop Computer ◽  
Embedded Devices ◽  
Wireless Technologies ◽  
Learning Platform ◽  
Mobile Learning Environment ◽  
Technical Evaluation

Due to the high growth of mobile networks and portable devices, learning process is evolving from desktop computer to mobile devices. In this sense, technologies and services that support this change are also evolving. The appearance of portable devices has made users to take part in this process from anywhere. On the other hand, architectures used in a mobile learning environment are designed to offer users the ability of participate in learning activities from its embedded devices. Campus Ubicuo is a mobile architecture over which learning services can be developed. The successful of any mobile learning platform fundamentally depends on the quality in learning services and also in the good operation of wireless technologies. In this chapter, we focus on this second aspect. We have evaluated the behaviour of wireless technologies in a mobile learning architecture when different services are offered through diverse networks.

A Study of English Mobile Learning Applications at National Chengchi University

2009 ◽  
Vol 7 (4) ◽  
pp. 38-60 ◽  
Author(s):  
Pei-Chun Che ◽  
Han-Yi Lin ◽  
Hung-Chin Jang ◽  
Yao-Nan Lien ◽  
Tzu-Chieh Tsai
Keyword(s):  
Mobile Learning ◽  
Positive Response ◽  
Modern Technology ◽  
Learning Activity ◽  
The Internet ◽  
Immediate Feedback ◽  
The Past ◽  
Learning Platform ◽  
Mobile Learning Environment

The pervasive popularity of the Internet in the past decade has changed the way many students live and learn, in part, because modern technology has made it possible for learners to access Real-Time Multimedia information on the Internet, or research any topic of interest to them from virtually any computer anywhere in the world. Students can also receive immediate feedback from their peers and/or their teachers when involved in collaborative projects. As a result, teachers of all disciplines need to incorporate the Internet and the concept of mobile learning into today’s classrooms to take advantage of this technology. This research investigated the response of English majors to a mobile learning platform (NCCU-MLP) developed at National Chengchi University (NCCU) in which they were involved as participants. The goal of the NCCU-MLP is to improve the students’ English ability as well as to update the teachers’ understanding of how to use the technology. The purpose of this research was to investigate the responses of students to a mobile learning environment. The research involved 18 participants in a pilot study and 37 participants in a follow-up study who participated in a group activity involving mobile learning activities. The students were asked to complete the activity following which they completed a brief survey of their response to the mobile learning activity. The findings indicate a positive response from the participants regarding the content and procedures involved in the activity. Technical support for the project was found to need enhancement for future projects of this nature.

scholarly journals Using Apps to Develop Mental Calculation in Primary Education

2020 ◽  
pp. 296-304
Author(s):  
Samuel Gonçalves ◽  
Antonieta Rocha ◽  
João Paz
Keyword(s):  
Primary Education ◽  
Mobile Learning ◽  
Educational Success ◽  
Portable Devices ◽  
Education Students ◽  
Mental Calculation ◽  
Internet Connection ◽  
Mobile Learning Environment ◽  
Feedback Time

This research aimed to evaluate the development of mental calculation in Primary Education students promoting the use of the Calculus app in a mobile learning environment. It was observed that children have and use several portable devices with internet connection demonstrating that they are familiarized with technology. Therefore, the immanent pedagogical potential in technology should be used by educational actors towards educational success promoting immersive, contextualized, and centred student learning. Action research was elected as our methodology with planned classroom sessions for the development of mental calculation. It was found that the use of technological resources served educational intentions presenting advantages regarding motivation, feedback, time, concentration, pedagogical differentiation, evaluation, and productivity. This initiative, although not without difficulties, demonstrates that the School must assume its role of mediation of the use of technological resources for the development of school skills.

scholarly journals Course delivery and module learning via learning objects (knowledge map) in mobile learning environment

2012 ◽  
Vol 7 (1) ◽  
pp. 43-54
Author(s):  
Chung Sheng-Hung
Keyword(s):  
Learning Environment ◽  
Learning Style ◽  
Mobile Learning ◽  
Adaptive Learning ◽  
Learning Objects ◽  
Spatial Knowledge ◽  
Learning Object ◽  
Knowledge Map ◽  
Portable Devices ◽  
Mobile Learning Environment

This paper focuses on the integration of the learning objects and knowledge map as the learning sequence suggestion in the mobile learning environment and explains the technologies involved, the applications and the issues of usability, accessibility, evaluation and effectiveness. Mobile learning has open up new path for learning support and opportunities to reach wider audience (learner) for education. This research focuses on using the knowledge map to store the characteristics of each learning object via concept schemas and represent the corresponding learning accessibility in the mobile learning environment. The proposed architecture provides a medium for the learning accessibility of learners through mobile applications and wireless portable devices such as smart phones, PDAs and tablet PCs. The approach using the combination of "touch" and "observe" spatial learning objects provides an intelligent solution to creating, sharing and improving the efficiency of mobile learning. The proposed mobile learning environment architecture consists of knowledge map components mainly, navigation, concept schemas and learning object path. By using these knowledge structures, this study may enhance and enrich the concept and activity of adaptive learning in different individuals and communities. The spatial knowledge map constructed was useful in identifying the characteristics of the learning objects (e.g., learning object 1: lesson with navigating sentences, learning object 2: lesson with navigating sentence and code explanation, etc) and automatically matches the most appropriate learning contentand path suitable for learners. The architecture of the platform discussed in this study using the learning objects approach and knowledge map would facilitate a more widespread use of mobile learning, including courses or modules delivery of individualised learning path and learning style analysis.

scholarly journals THE IMPLEMENTATION EXPERIENCE OF STUDENTS MOBILE TRAINING IN THE FUNDAMENTALS OF LEADERSHIP AS A RESOURCE-ORIENTED FORM

2020 ◽  
Vol 78 (4) ◽  
pp. 116-131
Author(s):  
Наталія Василівна Кононец ◽  
Світлана Іванівна Нестуля
Keyword(s):  
Distance Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Educational Process ◽  
Educational Resources ◽  
Portable Devices ◽  
Students With Special Needs ◽  
Teaching Aids ◽  
Learning Platform

In the article, the authors consider mobile learning as a form of resource-based learning of university students in the study of professionally-oriented disciplines. The advantages of mobile learning are revealed: using the latest technology in training; using lightweight, compact, portable devices in training; delivering blended, resource-oriented learning; providing a quality support for training in any format; teaching students with special needs; reducing the costs of educational support; using the new ways of educational content developing; providing the continuous targeted support for the educational process; creating a fun, exciting and comfortable learning experience. The conditions necessary for organization of mobile education in the educational environment of a modern university are described: availability of mobile devices for students and teachers; access to developed electronic educational resources (electronic textbooks and manuals, educational websites, distance learning courses); organization of feedback between the teacher and the student. On the example of the discipline "Fundamentals of Leadership" at the University of Ukoopspilks "Poltava University of Economics and Trade" (PUET), Ukraine, the authors propose ways of organizing mobile learning for distance students. The developed distance course (via distance learning platform Moodle) and the electronic manual on "Fundamentals of Leadership" for mobile devices (program Dr.Explain) are offered. The opportunities and benefits of Dr.Explain program, which allows you to create e-learning manuals for mobile learning, are demonstrated. The article states that Dr.Explain is a convenient and effective tool / aid for developing a variety of electronic educational resources, ranging from electronic lectures and manuals to complete electronic courseware package and educational Internet resources. The authors emphasize that for mobile learning, it is necessary to create electronic teaching aids in the formats supported by mobile devices.

scholarly journals Academic Performance and Cognitive Load in Mobile Learning

2020 ◽  
Vol 14 (21) ◽  
pp. 78
Author(s):  
Korlan Zhampeissova ◽  
Alena Gura ◽  
Ekaterina Vanina ◽  
Zhanna Egorova
Keyword(s):  
Learning Environment ◽  
Cognitive Load ◽  
Mobile Learning ◽  
Educational Programs ◽  
Educational Process ◽  
Learning Program ◽  
Educational Content ◽  
Pedagogical Tools ◽  
Learning Platform ◽  
Mobile Learning Environment

<p class="0abstract">The study considers the influence of cognitive load on the achievement of educational goals in the concept of mobile learning. It has been proved that the effectiveness of educational programs in a mobile learning environment is achieved by harmonizing cognitive load and structuring the educational content. The experiment was performed in order to identify pedagogical tools to ensure the effective use of the mental resources of students and to reduce their cognitive load when studying educational materials. The experiment was performed within the course of National education as part of the educational programs of Sechenov First Moscow State University (Russia) and Abai Kazakh National Pedagogical University (Kazakhstan). Traditional classroom learning was supplemented with electronic educational resources and a mobile learning program developed based on the Storage ISpring Cloud mobile learning platform with a focus on the study of national values of good manners and education. The experimental groups were offered three different approaches to studying the discipline in a mobile learning environment. The observation of the learning process helped us to identify the key aspects of effective educational practice in a mobile learning environment, namely: high-quality educational content; thematic and temporal structuring of the educational process; distribution of cognitive load in the educational course; introduction of tools to encourage student attention; active participation of students in the educational process; synergy of knowledge accumulation and delivery in the learning environment; thematic social interaction of the members of the educational group. The results of the experiment confirmed the constructive influence of pedagogical tools aimed at the reduction of cognitive load of students on the effectiveness of educational programs in a mobile learning strategy.</p>

Interrelationship Between Pedagogy, Theories, Objectives, and Features

2018 ◽  
pp. 119-145
Author(s):  
Mireilla Bikanga Ada
Keyword(s):  
Mobile Learning ◽  
Mobile App ◽  
Learning Theories ◽  
Educational Institutions ◽  
Design Development ◽  
Assessment Feedback ◽  
Learning Platform ◽  
Mobile Learning Environment ◽  
Effective Inclusion ◽  
App Design

As students bring their own devices, there is a growing demand to leverage the benefits of these devices and foster the use my own device attitude. The effective inclusion and the widespread use of mobile learning practices have not yet been realized. Educational institutions still find it difficult to shift their pedagogical culture to a mobile one. Few studies have clearly shown how they underpin their mobile learning app design with learning theories. This chapter aims to provide the details of the pedagogical aspects of designing a mobile learning environment, shifting the culture to a mobile format, through the design, development, and evaluation of MyFeedBack, a mobile app for enhancing formative and summative assessment feedback. It presents the interrelationship between pedagogy, learning theories, the objectives, and features of the mobile learning platform.

Crafting a Personalised Agent-Oriented Mobile E-Learning Platform for Adaptive Third Level Education

2011 ◽  
pp. 233-247 ◽  
Author(s):  
Olapeju Latifat Ayoola ◽  
Eleni Mangina Phelan
Keyword(s):  
Collaborative Learning ◽  
Human Computer Interaction ◽  
Mobile Learning ◽  
Learning Experience ◽  
Educational Environment ◽  
Agent Based ◽  
Learning Platform ◽  
E Learning ◽  
Mobile Learning Environment ◽  
Mobile Clients

This chapter presents the architecture of an agent-based m-Learning platform, “Personalised Ubiquitous Learning Platform” (PULP), which incorporates adaptive personalisation and collaborative learning for the development of enhanced e-learning. The main objective of this platform is to provide University College Dublin with a single supported intelligent mobile learning environment that will promote adaptive and collaborative learning, human computer interaction on mobile clients anywhere, anytime and also to provide useful recommendation about available educational resources. The system aims to enhance the students’ learning experience in third level educational environment.

A Study of English Mobile Learning Applications at National Chengchi University

2011 ◽  
pp. 299-321
Author(s):  
Pei-Chun Che ◽  
Han-Yi Lin ◽  
Hung-Chin Jang ◽  
Yao-Nan Lien ◽  
Tzu-Chieh Tsai
Keyword(s):  
Mobile Learning ◽  
Modern Technology ◽  
Learning Activity ◽  
The Internet ◽  
Immediate Feedback ◽  
Follow Up Study ◽  
Learning Platform ◽  
The World ◽  
Mobile Learning Environment

The pervasive popularity of the Internet in the past decade has changed the way many students live and learn, in part, because modern technology has made it possible for learners to access Real-Time Multimedia information on the Internet, or research any topic of interest to them from virtually any computer anywhere in the world. Students can also receive immediate feedback from their peers and/or their teachers when involved in collaborative projects. As a result, teachers of all disciplines need to incorporate the Internet and the concept of mobile learning into today’s classrooms to take advantage of this technology. This research investigated the response of English majors to a mobile learning platform (NCCU-MLP) developed at National Chengchi University (NCCU) in which they were involved as participants. The goal of the NCCU-MLP is to improve the students’ English ability as well as to update the teachers’ understanding of how to use the technology. The purpose of this research was to investigate the responses of students to a mobile learning environment. The research involved 18 participants in a pilot study and 37 participants in a follow-up study who participated in a group activity involving mobile learning activities. The students were asked to complete the activity following which they completed a brief survey of their response to the mobile learning activity. The findings indicate a positive response from the participants regarding the content and procedures involved in the activity. Technical support for the project was found to need enhancement for future projects of this nature.

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