Promoting Sustainable Collaborative Mobile Learning Approaches for Remote Work Practices

2021 ◽  
pp. 219-236
Author(s):  
Alaa Al Amoudi
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Traditional Classroom ◽  
Learning Approaches ◽  
Remote Work ◽  
Teaching Models ◽  
Classroom Activities ◽  
Global Pandemic

The main goal of this chapter is to learn more about the sustainability of collaborative mobile learning approaches. As for utilising the available resources on mobile devices for developing didactic programmes for pre-service teachers involved in remote or distance learning, the role of sustainable collaborative learning is also explored. Additionally, the chapter illustrates a new and effective pedagogical technique as a means to increase their usage and usage among instructional developers. A teaching model that can be utilised in a variety of environments is proposed, like in the current global pandemic in the form of remote work and distance learning. Such teaching models can therefore help to optimise online learning materials to help students follow the teaching and learning process in the absence of traditional classroom activities.

scholarly journals THE ROLE OF PARENTS IN BOLO VILLAGE IN SUPPORTING DISTANCE LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 4 (2) ◽  
pp. 69-75
Author(s):  
Ida Mawaddah ◽  
Zulhafriliya Zulhafriliya ◽  
Sudarsono Sudarsono
Keyword(s):  
Distance Learning ◽  
Junior High School ◽  
Healthy Lifestyle ◽  
Family Values ◽  
Learning Approaches ◽  
School Aged Children ◽  
Distant Learning ◽  
Role Of Parents ◽  
The Impact

The Indonesian government was concerned about the impact of a wider spread of Covid-19, so it moved quickly to break the chain of transmission by urging people to live a healthy lifestyle, avoid crowds, and keep a safe distance. As a result, the circumstance has a significant impact on education and learning. The goal of this study is to learn more about the role of parents in promoting distant learning and to identify the characteristics that encourage and limit distance learning in Bolo Village during the Covid-19 outbreak. Students are forced to study from home due to government regulations. Teachers can ensure students' learning activities in a variety of ways, one of which is by involving parents as the primary companion of students when they are at home. The participants in this study were parents and their junior high school-aged children. The information was gathered through organized interviews utilizing the researcher's prepared questions. The data in this study was analyzed utilizing qualitative data analysis approaches such as the Miles and Huberman model, which features a cycle that includes data reduction, data presentation, verification, and conclusion drafting. According to the findings of this study, parents in Bolo Village played four roles in supporting learning from home during the Covid-19 pandemic: 1) accompanying children in learning, 2) intense communication with children, 3) providing supervision to children, and 4) educating and supporting children motivation. The supporting variables discovered are: 1) responsibility, 2) family values, and 3) availability to satisfy the needs of children. There are also barriers, such as 1) internet network issues, 2) too much workload, and 3) boring and less diversified learning approaches.

scholarly journals SOTL under STRESS: Rethinking Teaching and Learning Scholarship during a Global Pandemic

2021 ◽  
Vol 9 (1) ◽  
pp. 3-12
Author(s):  
Laura Cruz ◽  
Eileen Grodziak
Keyword(s):  
Teaching And Learning ◽  
Global Pandemic

This essay considers how the current age of multiple crises is leading to changes in questions we ask of teaching and learning, questions we ask in SoTL, and the role of SoTL scholars.

scholarly journals Recalling Critical Incidents for Professional Learning

2019 ◽  
Vol 1 ◽  
pp. 19-30
Author(s):  
Guru Poudel
Keyword(s):  
Professional Learning ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
Critical Incidents ◽  
Unexpected Event ◽  
Classroom Activities ◽  
Depth Interview ◽  
Mind Set ◽  
Pedagogical Approaches

Teachers have to identify their own potentials and problems in order to look their way forward. In their ongoing process of teaching and learning, teachers might have encountered many critical incidents. Recalling critical incidents has worth in restructuring the pedagogical approaches and reshaping the classroom activities because teachers develop themselves if there is challenge and responsibility. Having such a claim in mind set, this article aims to unpack the Nepalese ESL lectures stories of critical incidents and to examine the role of recalling critical incidents for their professional learning. It has been developed on the basis of the narrative of three EFL lecturers. After the thematic analysis of the data obtained through in-depth interview, it has been found that EFL lectures had a story of unplanned and unexpected event of the classroom and they recalled such stories as a part of professional learning. Similarly, the reflection of critical events gave them some kind of relief in teaching practices and the events taught them a number of strategies like persuasive or threatening, co-operating, caring and sometimes being indifferent to the students.

scholarly journals A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

2011 ◽  
Vol 12 (2) ◽  
pp. 78 ◽  
Author(s):  
Yeonjeong Park
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Guidelines ◽  
Transactional Distance ◽  
Mobile Technologies ◽  
Instructional Designers ◽  
Learning To Learn

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

scholarly journals Educational research between on devices and mobile learning

2016 ◽  
Vol 8 (2) ◽  
pp. 5-9 ◽  
Author(s):  
Lucia Martiniello ◽  
Nicola Paparella
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Formal Education ◽  
Formal Learning ◽  
Educational Setting ◽  
Learning Context ◽  
Pedagogical Discourse ◽  
The Moment ◽  
Different Characteristics

Abstract The great potential of mobile learning devices hooks up these new contexts that are, above all, cultural and social, but also organisational and relational, forcing us to reconsider fundamental themes of pedagogical discourse. Among these themes, the first must be the construction of the student’s identity and, connected to this, the issue of personalised education. Let us consider, for instance, the by-now familiar distinction between formal, informal and non-formal. Compared with formal learning, we have always considered the two conditions of informal and non-formal education as independent or at least parallel, but essentially distinct and fundamentally different. In the moment in which teaching is done through mobility, and therefore with the effects of interference in contexts completely different from those that are somewhat predictable by the designer of distance learning, can we still think of a "distinction" between formal and informal or, at least, should we not assume a sort of context cross-breeding? The question does not arise from considerations of quantitative, but instead arises from qualitative, evaluations. In our opinion, here exists a paradigm: the learning context not only escapes the teaching team’s realm of predictability, but somehow eludes even the predictability of the learner, and indeed, it is the very nature of the context that takes completely different characteristics and connotations. We are on the verge of justifying a major revision of some paradigms that relate to the nature of the context, the role of the teacher and the position (in the sociological sense) of the student, which also affect the nature of the message and, more generally, the “entire educational setting”. It means working in this direction.

scholarly journals Implementasi Sistem Mobile Learning pada MI Taufiqul Athfal Bogor

2021 ◽  
Vol 5 (4) ◽  
pp. 597
Author(s):  
Andi Prastomo
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning System ◽  
Distance Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
Distance Learning System ◽  
Iso 9126

The application of technology in education is being developed very intensively today, especially the use of technology to support the teaching and learning process. The transfer of conventional learning methods such as face-to-face in the classroom towards a modern direction such as distance learning using computer-based systems or smartphones (Mobile Learning) has become a common thing implemented in today's education world. But not all educational institutions implement the same thing as MI Taufiqul Athfal Bogor. The purpose of this study was to design and implement a distance learning system based on android with smartphone media (Mobile Learning) to help MI Taufiqul Athfal Bogor in the teaching and learning process. The research method used is the Research & Development (R&D) method. System testing was carried out using the ISO 9126 method by distributing questionnaires to 20 respondents who were teachers at MI Taufiqul Athfal. The test results with four aspects of ISO 9126, namely aspects of Fuctionality, Reliability, Usability, and Efficiency produce an overall Actual Total score, namely Total% Actual of 90%, thus concluding that the quality of the system is Very Good to implement. The final result of this research is an Andiroid-based Mobile Learning system designed by researchers which is implemented very well at MI Taufiqul Athfal and helps support the distance teaching and learning process.

scholarly journals The role of the ICT teacher in e-learning-based teaching

2021 ◽  
Vol 26 ◽  
pp. 93-100
Author(s):  
Fetri Sukisworo ◽  
Marsono Marsono ◽  
Widiyanti Widiyanti
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Human Life ◽  
Face To Face ◽  
Use Of Technology ◽  
Learning Techniques ◽  
E Learning

The Covid-19 pandemic has had a fundamental impact on various aspects of humanity. Starting from attacking health, this pandemic has hit the education sector which is quite influential on human life. Enforcement of regulations while maintaining a distance of about one meter has implications for the education process in Indonesia. Therefore, the educational element must encourage the distance learning process. The term arises because it sees distance learning as an alternative to face-to-face methods so that education can always be held without controversy under any circumstances. This activity raises the use of technology that is used as teaching material for distance education. Distance learning techniques allow users to take advantage of technologies such as online learning. Teachers will be required to abandon using traditional techniques whose methods are somewhat indifferent. Online learning creates internet connectivity and the use of information technology in helping the teaching and learning process that can be applied in Google Classroom. In this article, researchers focus on using Google Classroom in the context of implementing distance learning during the Covid-19 pandemic.

scholarly journals (Re)Shaping spaces for learning

2021 ◽  
Vol 26 ◽  
pp. 52-59
Author(s):  
Lucila Carvalho
Keyword(s):  
New Zealand ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Collaborative Teaching ◽  
Traditional Classroom ◽  
Learning Spaces ◽  
Aotearoa New Zealand ◽  
Teachers And Students ◽  
Spatial Configurations

Schools and universities in Aotearoa New Zealand have been transitioning into new spatial configurations. These spaces are being carefully (re)designed to accommodate technology-rich activity, and to enable collaborative teaching and learning in ways that actively engage students in scaffolded inquiry. As teachers and students shift from traditional classroom layouts into flexible learning arrangements, educators are having to deeply rethink their own practices. In addition, the recent Covid-19 outbreak raised new questions in education about the role of technology in learning. This article argues that it is critical that Aotearoa educators understand (i) how to (re)design and (re)configure learning spaces in ways that support what they value in learning; and (ii) how they can tap on the digital to extend students experiences, both across and beyond schools and universities’ physical settings. The article introduces a way of framing the design and analysis of complex learning situations and reports on qualitative findings from a recent survey, which explored educators’ experiences of learning environments across Aotearoa New Zealand.

scholarly journals Motivations and Experiences in a Distance Learning-Based Degree Programme: A Case Study from a Community College

2021 ◽  
Vol 10 (2) ◽  
pp. 35
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Community College ◽  
Distance Learning ◽  
Associate Degree ◽  
Teaching And Learning ◽  
Social Cognitive ◽  
Research Question ◽  
The United States ◽  
Learning Approaches ◽  
Degree Programme ◽  
Learning Behaviours

Due to the development of the technologically-assisted teaching and learning approaches and the change of learning behaviours of students, many students decided to start their education in a distance learning-based degree programme at a community college in the United States. Based on the lens of the Social Cognitive Career Theory, the researcher collected qualitative data from 46 traditional-aged students who are currently enrolled in a distance-learning degree programme at a community college. One research question was concerned, which was why would high school graduates (i.e. traditional-aged students) decide to enrol in a distance learning-based associate degree programme at a community college instead of a traditional senior university? The results indicated that financial considerations, and academic and career interests were the biggest concerns of these groups of participants. The outcomes of this study provided the human resources, curriculum development, and workforce plans for government agencies, policymakers, department heads, school leaders, and NGO leaders to reform their policy and regulation in order to absorb the advantages of these groups of future workforces.   Received: 29 November 2020 / Accepted: 25 January 2021 / Published: 5 March 2021

scholarly journals Mobile learning and socially constructed blended learning through the lens of Activity Theory

2021 ◽  
Author(s):  
Vickel Narayan ◽  
Thomas Cochrane ◽  
Stephen Aiello ◽  
James Birt ◽  
Mehrasa Alizadeh ◽  
...  
Keyword(s):  
Blended Learning ◽  
Activity Theory ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Socially Constructed ◽  
Policies And Procedures ◽  
Synchronous Learning ◽  
The World

The pandemic has drastically changed the education landscape. The pedagogical practices, policies and procedures ingrained and refined over many years were suddenly rendered less effective. Overnight, new practices, policies and procedures had to be drafted to support teaching and learning. More than a year on, educators have found a new home, new pedagogies and practices have been refined and continue to be, policies and procedures are agile to support a volatile environment academia dwells in during the pandemic era. Building upon the work the Mobile Learning Special Interest Group (MLSIG) presented last year at the conference, we investigate the role mobile learning is and could play in emerging pandemic pedagogies. Eight vignettes are presented from universities around the world that are analysed using Activity Theory to understand the role of mobile devices and social tools for developing blended synchronous learning (BSL) and HyFlex learning.

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