Blended Learning Examples in Education and Chemistry

2011 ◽  
pp. 74-98 ◽  
Author(s):  
Robert Hogan
Keyword(s):  
Developing Countries ◽  
Mobile Learning ◽  
Emerging Market ◽  
Internet Access ◽  
International Markets ◽  
Educational Access ◽  
For Profit ◽  
The Pacific ◽  
E Learning ◽  
Technical Issues

The blended revolution that has empowered students in developing nations is just now spreading to developing countries. With improved Internet access, students in these regions now have opportunities to experience blended and mobile learning, creating new markets in Asia, Africa, and the Pacific for universities that offer blended programs. Unlike the e-learning revolution of the 90s that was dominated by for-profit institutions, public universities will be major competitors for international students wishing to earn foreign degrees. The Asian Development Bank report (2008) emphasizes that it is essential for economic development to provide increased numbers of skilled workers. Blended and mobile learning can assist countries with increased educational access and online providers opportunities to reach new international markets. Another emerging market for blended and mobile learning in developing countries is the untrained teacher. Until recently, adequate Internet access was not available to some regions most needing increased educational access. Now, the technology is falling into place to support blended and mobile learning. This chapter discusses two international blended and mobile learning courses—an undergraduate chemistry course and a graduate education course for teachers in online learning—being delivered to developing countries in the Pacific. The chapter focuses on instructional design, cultural considerations, technical issues, and initial findings.

Blended Mobile Learning in Developing Nations and Environments with Variable Access

2011 ◽  
pp. 91-102
Author(s):  
Susan Smith Nash
Keyword(s):  
Social Networking ◽  
Informal Learning ◽  
Instructional Strategies ◽  
Support Groups ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Internet Access ◽  
Developing Nations ◽  
Diverse Learning ◽  
E Learning

This chapter presents an overview of the experience of implementing mobile technology solutions in developing nations in conditions of limited Internet access, challenging logistics, and informal learning settings. Specific cases include experiences in blended mobile learning in Paraguay, Iraq, Afghanistan, Colombia, Nigeria, and in remote forward operating bases with NATO and U.S. military professionals. The chapter discusses the factors in developing effective instructional strategies for diverse learning settings and non-traditional learners. Further, it details the unique advantages of mobile learning versus e-learning, why the attributes of pervasiveness, ubiquity, and spontaneity can contribute to learner success, particularly when coupled with informal social networking and support groups.

An Evaluative Framework for the Most Suitable Theory of Mobile Learning

2020 ◽  
pp. 1-24
Author(s):  
Niti Mittal ◽  
Monica Chaudhary ◽  
Shirin Alavi
Keyword(s):  
Developing Countries ◽  
Learning Communities ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Developing Nations ◽  
Successful Implementation ◽  
Ict In Education ◽  
Asian Countries ◽  
E Learning ◽  
Teaching Learning

The focus of ICT in education has shifted from e-learning to mobile learning as mobile devices offer many technological and pedagogical affordances coupled with their affordability. It is imperative to say their potential can be leveraged efficiently in teaching-learning communities in developing countries in general and South-Asian countries in particular. To ensure its successful implementation a theory of mobile learning is required. This chapter draws an evaluative framework of existing theories of learning and proposes the most suitable theory of learning which can be leveraged to promote mobile learning to promote access of education in the developing nations.

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.

Solar Powered Water Pumps: The Past, the Present—and the Future?

2003 ◽  
Vol 125 (1) ◽  
pp. 76-82 ◽  
Author(s):  
T. D. Short ◽  
R. Oldach
Keyword(s):  
Developing Countries ◽  
Potable Water ◽  
Full Potential ◽  
Clean Water ◽  
Solar Photovoltaic ◽  
The Past ◽  
Water Pumping ◽  
Technical Issues ◽  
Solar Powered ◽  
Water Pumps

Solar (photovoltaic) powered water pumps could be a real instrument for the alleviation of water related deaths and illnesses in developing countries through the provision of clean water. However, despite the benefits that access to sustainable potable water supplies can bring, solar powered water pumps have a long way to go before they even begin to meet the needs of those who could use them. This paper addresses some of the complex, inter-related social and technical issues that have prevented solar powered water pumping from reaching its full potential and shows how future efforts should be directed in order to respond to these issues.

CSR engagement and values in a pre-emerging and emerging country context

2018 ◽  
Vol 13 (5) ◽  
pp. 1251-1272 ◽  
Author(s):  
Virginia Munro ◽  
Denni Arli ◽  
Sharyn Rundle-Thiele
Keyword(s):  
Developing Countries ◽  
Social Identity ◽  
Emerging Markets ◽  
Social Identity Theory ◽  
Emerging Market ◽  
Content Type ◽  
Employee Values ◽  
Emerging Country ◽  
Csr Strategy ◽  
Employee Identification

Purpose Internationalization has witnessed rapid growth of multinational enterprises (MNEs) in emerging markets, requiring reflection on how to operate within these markets. The purpose of this paper is to assist MNEs to adapt to these markets, and adopt corporate social responsibility (CSR) strategy with social initiatives (SIs), relevant to stakeholders, including their employees and the communities they reside in. The current paper does this by examining the relationships between employee identification with the organization’s SIs (SI-I) and their engagement in them (SI-E), alongside their perspective on the general importance of CSR (ICSR) and employee values to help with CSR (VCSR). The findings will better prepare managers in pre-emerging and emerging markets to design CSR strategy and SIs relevant to these markets and their communities. Design/methodology/approach Guided by social identity theory, this paper examines local employee identification of SI (SI-I) and engagement in SI (SI-E), in two MNE subsidiaries across varying emerging market levels in developing countries, utilizing a quantitative survey design. Structural equation modeling is utilized to analyze responses of N=544 employees in two South East Asian countries, namely, Indonesia (as an emerging country) and Vietnam (as a pre-emerging country), to determine any differences that may exist between the two countries. Findings The findings reveal that SI identification (SI-I) has a strong effect on employee engagement in SIs (SI-E) and also the importance they attach to organizations conducting CSR (ICSR). However, employee values to help with CSR activities (VCSR) has an effect on Vietnamese employees but not Indonesian employees. Likewise, SI-I mediates the effect between ICSR and SI-E for Vietnamese employees but not for Indonesian, suggesting differences exist between these two developing countries where the less developed country, Vietnam, is defined as pre-emerging and Indonesia as an emerging market (MSCI, 2016). Practical implications An awareness of the differences that may exist across employees in emerging markets will assist managers to design CSR strategy relevant to the level of market emergence of the host country, allowing for better CSR SIs identification and engagement in these countries. Originality/value The research model for this analysis utilizes constructs based on past Identification literature, while including new constructs for this study adapted from past literature, and underpinned uniquely by social identity theory in an International Business setting. The findings indicate differences between emerging and pre-emerging markets for particular constructs, which suggests the importance of considering the market level when implementing MNE CSR strategy. Limited research has been conducted examining the differences between emerging and pre-emerging markets, so further research is required to replicate these findings and provide insight into the differences that may exist for CSR SIs in emerging markets.

scholarly journals Mobile Distance Learning with PDAs: Development and testing of pedagogical and system solutions supporting mobile distance learners

2007 ◽  
Vol 8 (2) ◽  
Author(s):  
Torstein Rekkedal ◽  
Aleksander Dye
Keyword(s):  
Distance Education ◽  
Mobile Learning ◽  
Leonardo Da Vinci ◽  
Distance Learners ◽  
Online Distance Education ◽  
E Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Distance Education System ◽  
Ongoing Project

The article discusses basic teaching-learning philosophies and experiences from the development and testing of mobile learning integrated with the online distance education system at NKI (Norwegian Knowledge Institute) Distance Education. The article builds on experiences from three European Union (EU) supported Leonardo da Vinci projects on mobile learning: From e-learning to m-learning (2000-2003), Mobile learning – the next generation of learning (2003-2005), and the ongoing project, Incorporating mobile learning into mainstream education (2005-2007).

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