Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

2017 ◽  
Vol 9 (2) ◽  
pp. 61-73 ◽  
Author(s):  
Kathryn MacCallum ◽  
Stephanie Day ◽  
David Skelton ◽  
Michael Verhaart
Keyword(s):  
Experiential Learning ◽  
Mobile Learning ◽  
Learning Theory ◽  
Mobile Technology ◽  
Learning Activities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Learning Practices ◽  
Support Students ◽  
Specific Learning

Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning activities. In particular, there are a number of learning theories that have been identified which particularly lend themselves to the specific affordances of mobile learning. This paper examines how mobile technology was incorporated within three different computing courses. These case studies explore how specific learning approaches (collaborative learning, connectivism and experiential learning) were adopted to frame the use of the technology within each course and how the affordances of mobile technology were harnessed to enhance and better support existing learning practices.

scholarly journals Teaching Programming Using the Robot-Based Learning Approach

2020 ◽  
Vol 7 (2) ◽  
pp. 22-28
Author(s):  
Stephanus Mberema Kangungu ◽  
Maizatul Hayati Mohamad Yatim
Keyword(s):  
Learning Theory ◽  
Educational Development ◽  
Learning Theories ◽  
Learning Approach ◽  
Educational Robotics ◽  
Learning Approaches ◽  
Learning Tools ◽  
Current Generation ◽  
Academic Literature ◽  
The Subject

This paper discusses learning theories, STEM, educational robotics as well as the current generation of students found in classrooms by reviewing previous and current academic literature on these topics, to assist in ascertaining the current advancements and theories related to the Robot-based learning approach as well as how these advancements have helped improve this approach and enabled educators to better make use of it. Furthermore, this paper reviews previous academic literature on computer programming to discuss the current learning approaches in use and the kind of learning tools being utilized. Once this topics are reviewed the reader can have a clear picture of the learning approach, what learning theory does it belong too, the type of students found in the classroom as well as what motivates them and the subject that is being taught as well as the different learning tools for this subject. The reader will also learn why improving the effectiveness of how programming is learned helps create more students good in STEM and how it assists in realising the Malaysian Educational Development Plan. This paper reviewed literature from the year 2014 and above as the information is more relevant and current, except for literature that is from a leading or renowned individual in any field that is being discussed in this dissertation.

scholarly journals Advancing the m-learning research agenda for active, experiential learning: Four case studies

2009 ◽  
Vol 25 (2) ◽  
Author(s):  
Laurel Evelyn Dyson ◽  
Andrew Litchfield ◽  
Elaine Lawrence ◽  
Ryszard Raban ◽  
Peter Leijdekkers
Keyword(s):  
Experiential Learning ◽  
Case Studies ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Research Agenda ◽  
Economic Sustainability ◽  
Student Body ◽  
High Quality ◽  
Learning Practices ◽  
Learning Research

<span>This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology, using mobile devices to learn about mobile technology and, finally, podcasting. These directions are informed by a concern for achieving m-learning practices consistent with sound educational theory and the needs of the contemporary, technologically aware student body. All four implementations have been successfully embedded in mainstream subjects on a continuing basis. Therefore they represent a departure from the project based approach of much m-learning reported in the literature. This outcome was achieved through a focus on the economic sustainability and feasibility of each case. An evaluation focusing on how well each case assisted students' learning found that, with the exception of lecture podcasting, all supported high quality experiential learning.</span>

A Learning Theory Rubric for Evaluating Mobile Learning Activities

2017 ◽  
Vol 7 (4) ◽  
pp. 24-38 ◽  
Author(s):  
David Parsons ◽  
Kathryn MacCallum
Keyword(s):  
Mobile Learning ◽  
Learning Task ◽  
Task Design ◽  
Learning Activities ◽  
Learning Theories ◽  
Learning Activity ◽  
Potential Value ◽  
Core Set ◽  
Key Concepts ◽  
Activity Design

Learning theories underpin the expectations of meaningful outcomes that any given learning task should have. However, educators' understanding and application of such theories is likely to vary with their own experience and context. In this article, we explore the potential value of a rubric for the design of mobile learning activities that is based on a core set of six learning theories, which we have identified from the literature as being highly relevant to the context of mobile learning. The key concepts of these theories have been used to create the evaluation rubric, which supports the analysis of learning activity design from the perspective of each of the chosen learning theories. The application of this rubric is explored from two perspectives. First, we apply it to an existing mobile learning activity to evaluate to what extent the activity embodies the theories within the rubric. Then we propose a redesigned activity by using the rubric as a guiding framework for improving the task design. This process demonstrates the potential value of applying such a rubric to designing mobile learning activities, to ensure that they adequately leverage the components of one or more relevant theories.

Mobile Education Mitigating the Heavy Magnitude of Illiteracy in India

2015 ◽  
pp. 35-61
Author(s):  
Kshama Pandey
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Learning Approaches ◽  
Classroom Learning ◽  
Learning Materials ◽  
Wide Range ◽  
Mobile Education ◽  
The World ◽  
Time To Learn

This chapter introduces the concept of mobile learning as a means of portable learning. Through the use of mobile technology, citizens of the world will be able to access learning materials and information from anywhere and at any time. Learners will not have to wait for a certain time to learn or go to a certain place to learn. It presents the evolution of classroom learning to mobile learning. There has been made an effort to explore current perspectives of mobile learning. Approaches of m-learning suggest implication of mobile devices in the classroom. Pedagogical methods and instructional approaches of m-learning have also been explored in this chapter. Further, the authors make an attempt to give rational of mobile learning through various theories of m-learning. It suggests opportunities of mobile learning in the Indian scenario. Mobile learning can effectively support a wide range of activities for learners of all ages.

Psychological Readiness for Mobile Learning among Maldivian Students at Higher Education Institutions

2021 ◽  
Vol 12 (1) ◽  
pp. 27-27
Author(s):  
Fathimath Mumthaz
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Activities ◽  
The People ◽  
Psychological Acceptance

Mobile technology, associated with mobility has led to the fluidity of knowledge transfer from any part of the globe. The rise in technology-enabled mobile devices tend to impact teaching and learning one or the other way. The fast-growing mobile learning (mLearning) and its instructional strategies are reaching learners anytime anywhere. Thereby, mLearning and its learning activities engage students passively, behaviorally, intellectually and emotionally in learning (Yao & Wang, 2018). Especially, in a country like Maldives where the people live in small islands separated by sea, mLearning could be an advantageous mode that can be adopted in the higher education of Maldives. The dispersed institutional students were were reached using mobile technology creating a psychological acceptance towards mLearning. Therefore, the study was developed to explore psychological readiness of institutional distance learning students to adopt mobile learning in Maldives. Keywords: Mobile learning, psychological readiness, paradigm shift, higher education institutions, Maldives.

A Learning Theory Rubric for Evaluating Mobile Learning Activities

2020 ◽  
pp. 983-998
Author(s):  
David Parsons ◽  
Kathryn MacCallum
Keyword(s):  
Mobile Learning ◽  
Learning Task ◽  
Task Design ◽  
Learning Activities ◽  
Learning Theories ◽  
Learning Activity ◽  
Potential Value ◽  
Core Set ◽  
Key Concepts ◽  
Activity Design

Learning theories underpin the expectations of meaningful outcomes that any given learning task should have. However, educators' understanding and application of such theories is likely to vary with their own experience and context. In this article, we explore the potential value of a rubric for the design of mobile learning activities that is based on a core set of six learning theories, which we have identified from the literature as being highly relevant to the context of mobile learning. The key concepts of these theories have been used to create the evaluation rubric, which supports the analysis of learning activity design from the perspective of each of the chosen learning theories. The application of this rubric is explored from two perspectives. First, we apply it to an existing mobile learning activity to evaluate to what extent the activity embodies the theories within the rubric. Then we propose a redesigned activity by using the rubric as a guiding framework for improving the task design. This process demonstrates the potential value of applying such a rubric to designing mobile learning activities, to ensure that they adequately leverage the components of one or more relevant theories.

Mobile Education Mitigating the Heavy Magnitude of Illiteracy in India

2015 ◽  
pp. 200-227
Author(s):  
Kshama Pandey
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Learning Approaches ◽  
Classroom Learning ◽  
Learning Materials ◽  
Wide Range ◽  
Mobile Education ◽  
The World ◽  
Time To Learn

This chapter introduces the concept of mobile learning as a means of portable learning. Through the use of mobile technology, citizens of the world will be able to access learning materials and information from anywhere and at any time. Learners will not have to wait for a certain time to learn or go to a certain place to learn. It presents the evolution of classroom learning to mobile learning. There has been made an effort to explore current perspectives of mobile learning. Approaches of m-learning suggest implication of mobile devices in the classroom. Pedagogical methods and instructional approaches of m-learning have also been explored in this chapter. Further, the authors make an attempt to give rational of mobile learning through various theories of m-learning. It suggests opportunities of mobile learning in the Indian scenario. Mobile learning can effectively support a wide range of activities for learners of all ages.

Remixing Approaches to Experiential Learning, Design, and Assessment

2020 ◽  
Vol 43 (2) ◽  
pp. 205-223
Author(s):  
William F. Heinrich ◽  
Patrick M. Green
Keyword(s):  
Experiential Learning ◽  
Experiential Education ◽  
Learning Theory ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Learning Approaches ◽  
Scholarly Personal Narrative ◽  
Qualitative Approaches ◽  
Mind Set

Background: Experiential learning approaches applied in classrooms are often disconnected from theory and loosely connected in classroom practice. Given critiques of experiential learning, there is a significant need for process learning theory with a practice-driven model. Scholars have only begun to explore the enhanced learning that often emerges from educative experiences designed with the fullness of experiential learning theory—designing with context, meaning-making, and assessment equal to the learning. Purpose: Through the lens of scholar-practitioner reflective inquiry, we propose a remixed approach to designing experiential learning. By shifting approaches to experiential education (EE), experiential educators benefit from planning with intentional design, instruction, learning, and assessment. Methodology/Approach: We chose to interrogate our practice and conduct a methodological investigation to explore our questions through a blend of qualitative approaches, including collaborative and narrative inquiry, scholarly personal narrative, and transpersonal research. We explore approaches to process theory of learning and other influences on experiential learning. Findings/Conclusions: A shift in approaches in experiential education will benefit educators and students, specifically by attending to holistic design, instruction, assessment, and learning with context in mind. We remix familiar components of known theories to highlight a unique experiential teaching and learning mind-set. Implications: We commence with a discussion of the remixed framework of the Design–Instruction–Assessment–Learning (DIAL) model that promotes high-quality experiences for learners and instructors.

scholarly journals An Ontology-based Framework and its Application to Effective Collaboration

2008 ◽  
Vol 11 (1) ◽  
Author(s):  
Seiji Isotani ◽  
Riichiro Mizoguchi
Keyword(s):  
Artificial Intelligence ◽  
Learning Theory ◽  
Learning Activities ◽  
Learning Theories ◽  
The Past ◽  
Partial Representation ◽  
Present Part ◽  
Ontological Framework ◽  
Effective Design ◽  
Common Understanding

In the past few years Artificial Intelligence has been gradually introduced to enhance Education through technologies. However, usual approaches provide systems with a kind of expertise using a set of heuristics and domain theories built in the procedures. As a result they cannot justify their recommendations systematically and scientifically. To overcome such problems it is necessary to establish a common understanding of what a learning theory is and how to represent it adequately. In this work we present part of our ontological framework that allows for the partial representation of learning theories considering explicitness, formalism, concepts and vocabulary. Then, we propose sophisticated techniques to reasoning on these theories considering their semantics showing the use of this framework to build a system called CHOCOLATO to facilitate the effective design and analysis of collaborative learning activities.

scholarly journals EVIDENCE BASED LEARNING: A STUDY OF IMPACT ON EXPERIENTIAL LEARNING ACTIVITIES ON ATTAINMENT OF SPECIFIC LEARNING OUTCOMES

2021 ◽  
Vol 9 (2) ◽  
pp. 22-31 ◽  
Author(s):  
Prashant Thote ◽  
Gowri. S
Keyword(s):  
Experiential Learning ◽  
Formative Assessment ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Positive Impact ◽  
Learning Activities ◽  
Control Group ◽  
Study Group ◽  
The Impact ◽  
Specific Learning

The unit “Solution and its Colligative Properties” is found to be difficult for most of the Grade 12 students.  To make the learning experience joyful- three experiential learning activities are designed. It plays a positive role in strengthening and enhancing the academic performance in Chemistry. The objective of the present paper is to inspect the impact of the designed three experiential learning activities on attainment of intended specific learning outcomes. Totally 40 students participate in the study. The purposive sample technique is used to draw the sample of the present study.  Sample learners are divided into two groups: study group and control group. Each group consists of 20 students.  Both groups are taught the unit “Solution” through online mode due to COVID pandemic. The pretest – “formative assessment” is conducted.  The result of the formative assessment divulges that the learners face challenges in the conceptual understanding of the unit. The researcher designs three activities for experiential learning to enhance the deep conceptual understanding. Students of the study group are exposed to the experiential learning activities for the period of one week. The present paper is experiential in nature. Formative assessment is conducted before and after the treatment.  Data is collected by using two formative assessments and one summative assessment. Statistical tool used are mean, mean difference and standard deviation. The result of the paper reveals that experiential learning has positive impact on attainment of specific learning outcomes.  Low score learners are much benefitted than the average learner and the high score learners.  Based on the conclusion of the study few recommendations are made.

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