Smart Mobile Learning Activities

2020 ◽  
pp. 1-28
Keyword(s):  
Higher Education ◽  
New Media ◽  
Mobile Learning ◽  
Research Area ◽  
Learning Activities ◽  
Student Centered ◽  
Student Centered Learning ◽  
New Research ◽  
Smart Mobile ◽  
Mobile Pedagogy

The rapid technical development with new media forms and increased mobility is integrated into our everyday lives, as well as in more digitalized higher education and at distance. A new research area has been developed on mobile learning (m-learning) about the integration of self-directed and motivated opportunities. This chapter describes smart mobile learning activities with an emphasis on the importance of the connection by using resource-enriched and technology-embedded mobile devices for student-centered learning that allow students' to learn self-directed and motivated to obtain learning materials at anywhere and anytime, what learning benefits are being observed among students and teachers, and how different issues are being addressed. Methodically, it illustrates different frameworks for mobile learning and theoretically is the analysis of excerpts based on dialogical theories. The findings display that the space for m-learning offers many opportunities, as well as challenges, to design smart “mobile pedagogy” with a focus on student-centered learning.

Smart Mobile Learning Environment

2020 ◽  
pp. 29-48
Keyword(s):  
Learning Environment ◽  
Mobile Learning ◽  
Computer Supported Collaborative Learning ◽  
Smart Learning Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Smart Learning ◽  
Result Show ◽  
Mobile Learning Environment ◽  
Smart Mobile

Digital technology is promoting a vision for self-directed, motivated, adaptive, resource-enriched, and technology-embedded smart higher education, as in this chapter about a smart mobile learning environment. A smart learning environment shall encourage mobile and blended prerequisites and activities across various dimensions, including the notion that students can learn anywhere and anytime and easily switch learning contexts to another or a variety of scenarios. Methodically, the qualitative data illustrates a smart mobile learning hub, MLH, for student-centered learning, both in and out of the university and during practical training in the profession by using smart devices such as mobile laptop, tablet, or smart mobile. Theoretically, the analysis joins the research tradition of computer-supported collaborative learning, CSCL, complemented with computer self-efficacy, CSE. The result show that it is important in the design of smart learning environment to motivate a variety of students so they can be self-directed and adaptive in joining the resource-enriched and technology-embedded education.

Peer Learning Activities in Smart Education

2020 ◽  
pp. 77-104
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Ad Hoc ◽  
Cultural Theory ◽  
Peer Learning ◽  
Learning Activities ◽  
Proximal Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
Key Factor

Peer learning strategies in higher education have been developed and extended in different trends and forms, as well as in various contexts of learning, on campus and in mobile frameworks. Commonly, peer learning activities are introduced by university teachers in an ad hoc way, without consideration of their implications as a tool for students' collaborative learning in a formative and creative way. Methodically, the study has a comparative design of various peer learning strategies and activities and how they can contribute to student-centered learning for self-directed and motivated smart higher education with resource-enriched and technology-embedded tools. Theoretically, the comparative analysis is based on socio-cultural theory by using dimensions of community of practice and the zone of proximal development for student-centered learning. The results show that peer learning activities are a key factor to reflect over the learning context, its objectives, and exchanges between the students and with different resource implications.

Smart Learning With Seamless Activities

2020 ◽  
pp. 49-76
Keyword(s):  
Learning Activities ◽  
Mediated Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Smart Learning ◽  
Seamless Learning ◽  
Smart Education ◽  
New Vision ◽  
Smart Mobile ◽  
Actual Learning

The new vision for self-directed, motivated, adaptive, resource-enriched, and technology-embedded smart higher education has promoted smart learning with mobile-assisted seamless activities to learn across time and locations, individual and collective, from one scenario to another including formal and informal learning through smart mobile devices. Methodologically, the collective and ubiquitous leaning for student-centered learning is examined qualitatively with empirical data of how smart education are enhancing students' individual and collaborative learning, rather than focusing on using only technological devices. Theoretically, the analysis is based on the concept of mobile-assisted seamless learning activities, MSL, grounded in six dimensions of actual learning. The findings display that smart learning with mobile-assisted seamless mediated learning activities improves with the design of before-, in-, and after-class stages with a focus on contextual, adapted, and self-directed seamless learning activities to promote the students' capabilities to learn, collaborate, and critically solve problems in different situations and contexts.

scholarly journals UPAYA MENINGKATKAN KOMPETENSI GURU DALAM MEMBUAT MEDIA PEMBELAJARAN DARI LIMBAH ANORGANIK

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Nurmaini Nurmaini
Keyword(s):  
Student Learning ◽  
Inorganic Materials ◽  
Learning Activities ◽  
Teacher Competence ◽  
Instructional Media ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Subject

This research is motivated by the need for learning which demands that the teacher is not only proficient in teaching but also facilitates student learning activities in order to create student-centered learning. This study aims to improve teacher competence in making instructional media, in this case media from inorganic materials. This research was conducted at SDN 11 Bathin Solapan with 18 teachers as the subject. The instrument in this study was an observation sheet. The results showed that in the first cycle the competence of the teacher in making learning media was 67.13%, and the second cycle was 74.54% with good criteria. Based on the results of the study, it can be concluded that providing guidance can improve teacher competence in making learning media from inorganic materials.

scholarly journals Mobile Technologies for Student Centered Learning in a Distance Higher Education Program

2016 ◽  
pp. 184-199 ◽  
Author(s):  
Lisbeth Amhag
Keyword(s):  
Higher Education ◽  
Education Program ◽  
Mobile Technologies ◽  
Computer Supported Collaborative Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Theoretical Concepts ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Mobile Interactions

The aim of this study is to analyze mobile technologies for student centered learning in a distance higher education program with a focus on mobile online webinars (web-based seminars or conferencing) using mobile applications such as laptops, smart phones, or tablets. As wearable technologies continue to grow it could very well extend to smart glasses, smart watches etc. These tools can provide face-to-face interactions, recording flipped classrooms and parallel chat communications. The data collection consists of observations of ten online face-to-face webinars with 22 students, six interviews, and two surveys. Theoretically, the study joins the research tradition of Computer-Supported Collaborative Learning with emphasis on collaboration, and Computer Self-Efficacy concerned with individuals' media and information literacy. Important conclusions from the study demonstrated mobile interactions increased student centered learning on theoretical concepts, assisted in the ability to review information critically, and provided experiences bridging professional teaching practices.

Peer Feedback Activities in Smart Education

2020 ◽  
pp. 105-135
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Peer Feedback ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Main Process ◽  
Student Centered ◽  
Student Centered Learning ◽  
Feedback Model ◽  
Smart Education

New ways of communication and peer feedback activities provide several opportunities for student-centered collaborative learning in smart higher education. This chapter increases the knowledge about how collaborative peer feedback processes can support student-centered learning toward higher-order thinking and critical ability in smart higher education. Methodically, various types of feedback are illustrated based on review of selected articles from previous research. The qualitative empirical data of feedback processes (N=155) among 22 students was grounded on criteria and guidance on feedback for collaborative learning. Theoretically, the analysis of excerpts is based on a feedback model and an assessment cycle to identify the gap between the main process, self-regulated and self-directed actions, and the self as a person (i.e., what is understood and what is aimed to be understood). The results demonstrate that peer feedback provides one of the most critical and self-directed impacts on student-centered collaborative learning and higher-order thinking.

Applying the Polysynchronous Learning to Foster the Student-Centered Learning in the Higher Education Context

2016 ◽  
pp. 385-403
Author(s):  
Fan Ouyang
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Learning Activity ◽  
Communication Model ◽  
Environment Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
App Design ◽  
Activity Design

Teaching and learning computer programming has posed great challenges for both instructors and students. An emerging blended learning mode - polysynchronous learning has potentials to motivate and engage students in the programming learning process, to optimize students' programming learning experiences, and to transform the computer programming teaching and learning. This paper aims to integrate the polysynchronous learning, as a communication model, with the student-centered learning, as a pedagogical approach, to design a graduate-level course - App Design and Development. The authors primarily focuses on describing my decision-making process of the physical environment design, the technologies and tools selection, and the polysynchronous learning activity design, as well as specific details regarding these three aspects. Moreover, potentials, challenges, and implications of applying the polysynchronous learning to foster the student-centered learning in the higher education context are discussed.

scholarly journals Mobile Learning System for Egyptian Higher Education Using Agile-Based Approach

2019 ◽  
Vol 2019 ◽  
pp. 1-13 ◽  
Author(s):  
Menna Elkhateeb ◽  
Abdulaziz Shehab ◽  
Hazem El-bakry
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Learning System ◽  
System Failure ◽  
Course Materials ◽  
Smart Mobile ◽  
The Cost ◽  
Mobile Learning System ◽  
Better Than

Nowadays, due to easiness and expansion in property of smart mobile devices, it is becoming inevitable for mobile applications to have an important role in higher education systems. The Egyptian public universities are facing the problem of students’ large number enrolled in each year. Thus, we lack proper communication between educators and learners. Mobile learning can solve that problem, and it enables adjustment of the curriculum to meet students' learning time and life situations. It provides different solutions better than traditional educational methods. Students and professors could exchange educational material or information even if they are not in the same class. Furthermore, the cost of universities’ materials reduced, as all course materials can be found online through mobile applications. This paper proposes a mobile learning system named “Easy-Edu.” The proposed system intended to make the learning process easier, focus on students’ needs, and encourage communication and collaboration between students and professors and supports collaborative scenario-based learning for university students. Unlike other traditional systems, the proposed “Easy-Edu” was built using an Agile-based approach that delivers sustainable and high-quality mobile learning system. In addition, it eliminates the chances of absolute system failure and detects and fixes issues faster. Summarily, everything related to the design and implementation of “Easy-Edu” is discussed.

Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom

2020 ◽  
pp. 18-34
Author(s):  
Sandrina B. Moreira
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environments ◽  
Interactive Learning ◽  
Learning Experiences ◽  
Decisive Role ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Techniques

In higher education there is an increasing trend from teacher-centered to student-centered learning environments, wherein active learning experiences can play a decisive role. This chapter assesses how students perceive the use of active learning techniques within the lecture framework, traditionally accepting students as passive listeners. A survey was distributed in the undergraduate course of Accounting and Finance - evening classes, at the end of the semester, to evaluate and help refine the active learning approach conducted in an economics course. Students reported an overall positive response towards active learning, which helped them to focus, engage, and learn. They especially value the lectures as interactive learning experiences. Students' appraisal regarding the usefulness of key implementation rules like the what, when, who technique on slide-written instructions, as well as the variety of active learning activities tested, revealed the designing and testing of active learning events need improvement.

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