Developing Interactive Mobile Learning Experiences for Healthcare Professionals

2020 ◽  
Vol 12 (2) ◽  
pp. 40-52
Author(s):  
Hugh Kellam
Keyword(s):  
Best Practices ◽  
Mobile Learning ◽  
Situated Learning ◽  
Resource Sharing ◽  
Healthcare Professionals ◽  
Learning Experiences ◽  
Discussion Forums ◽  
Mixed Methods Case Study ◽  
Collaboration And Communication ◽  
Context Specific

The purpose of this article was to examine best practices for designing inquiry-based contextual instructional content and determining the pedagogical uses and impacts of communities of practice for supporting mobile learning activities. In this convergent parallel mixed methods case study, mobile learning experiences were accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. Impact was measured by the learning outcomes and experiences of study participants. Findings highlighted the effectiveness of context-specific, situated learning content for application of learned skills, integration of new knowledge, and identification of best practices. Synchronous discussion forums were examined for collaboration and communication during mobile learning, and asynchronous forums were ideal for post-learning collaboration, problem-solving and resource sharing.

scholarly journals A review of models and frameworks for designing mobile learning experiences and environments

2015 ◽  
Vol 41 (3) ◽  
Author(s):  
Yu-Chang Hsu ◽  
Yu-Hui Ching
Keyword(s):  
Technology Acceptance ◽  
Mobile Learning ◽  
Situated Learning ◽  
Learning Experiences ◽  
Environment Design ◽  
Evaluation Design ◽  
The Past ◽  
Learning Environment Design ◽  
Platform System ◽  
Technological Affordances

Mobile learning has become increasingly popular in the past decade due to the unprecedented technological affordances achieved through the advancement of mobile computing, making ubiquitous and situated learning possible. At the same time, there have been research and implementation projects whose efforts centered on developing mobile learning experiences for various learners’ profiles, accompanied by the development of models and frameworks for designing mobile learning experiences. This paper focuses on categorizing and synthesizing models and frameworks targeted specifically on mobile learning. A total of 17 papers were reviewed, and the models or frameworks were divided into five categories and discussed: 1) pedagogies and learning environment design; 2) platform/system design; 3) technology acceptance; (4) evaluation; and 5) psychological construct. This paper provides a review and synthesis of the models/frameworks. The categorization and analysis can also help inform evaluation, design, and development of curriculum and environments for meaningful mobile learning experiences for learners of various demographics.

scholarly journals Babbel Language Learning Podcasts

2020 ◽  
Vol 13 (3) ◽  
pp. 43
Author(s):  
Zachary Sporn ◽  
Julia Chanter ◽  
Daniel Meehan
Keyword(s):  
Best Practices ◽  
Language Learning ◽  
Mobile Learning ◽  
Learning Experiences ◽  
E Learning

<p class="0BodyText">Winner of the 2020 IELA E-Learning Award in the category Mobile Learning, Babbel’s slate of language learning podcasts provide innovative audio learning experiences, designed and hosted by linguistic experts. This article describes the pedagogical method and expertise behind Babbel's podcasts along with some best practices for creating effective audio-based learning experiences.</p>

Construction of Mobile Learning Network System Based on Cloud Computing

2014 ◽  
Vol 631-632 ◽  
pp. 1451-1456
Author(s):  
Yan Li Wei ◽  
Han Zhao ◽  
Zhong Lu Cao
Keyword(s):  
Mobile Learning ◽  
Situated Learning ◽  
Resource Sharing ◽  
Large Scale ◽  
Learning System ◽  
Network System ◽  
Learning Collaborative ◽  
Learning Network ◽  
Building Models ◽  
Cloud Resource

Distributed computing and Resource sharing in large-scale heterogeneous system are the key to realize mobile learning system. This paper sets up a mobile learning service system through the construction of teaching cloud platform and cloud resources, cloud resource sharing, application and service of cloud resource, system and mechanism construction. The mobile learning network system is established by building models of it, which realizes mobile learning, collaborative learning and the situated learning anytime anywhere with freedom, individuality and diversification.

BLENDED LEARNING ENVIRONMENT: AN APPROACH TO ENHANCE STUDENTS’S LEARNING EXPERIENCES OUTSIDE SCHOOL (LEOS)

2021 ◽  
pp. 121-134
Author(s):  
Sandhya Devi Coll ◽  
David Treagust
Keyword(s):  
New Zealand ◽  
Learning Environment ◽  
Blended Learning ◽  
Science Curriculum ◽  
Learning Experiences ◽  
Field Trips ◽  
Student Experiences ◽  
Construction Of Knowledge ◽  
Life Long Learning ◽  
Collaboration And Communication

This paper reports on blended learning environment approach to help enhance students’ learning out comes in science during Learning Experiences Outside School (LEOS). This inquiry took the nature of an ethnographic case study (Lincoln & Guba 1985; Merriam, 1988), and sought to establish ways of enhancing students’ LEOS. The context of the inquiry was a private rural religious secondary school in New Zealand. The New Zealand Science Curriculum is based on a constructivist-based view of learning which provides opportunities for a number of possible learning experiences for science, including LEOS, to enrich student experiences, motivate them to learn science, encourage life-long learning, and provide exposure to future careers (Hofstein & Rosenfeld,1996; Tal, 2012). However, to make the most of these learning experiences outside the school, it is important that adequate preparation is done, before, during and after these visits. Sadly, the last two decades of research suggest that activities outside school such as field trips have not necessarily been used as a means to improveschool-basedlearning (Rennie & McClafferty, 1996). This inquiry utilised an integrated online learning model, using Moodle, as a means to increase student collaboration and communication where students become self-directed, negotiate their own goals, express meaningful ideas and display a strong sense of collective ownership (Scanlon, Jones & Waycott, 2005; Willett, 2007). The digital space provided by Moodle allows students significant autonomy which encourages social interactions and this promotes learning and social construction of knowledge (Brown, Collins, & Duguid, 1989; Lewin, 2004).

scholarly journals Towards Growth-Mindset Mathematics Teaching in the Netherlands

10.29007/gdgh ◽  
2019 ◽  
Author(s):  
Greg Alpar ◽  
Marloes van Hoeve
Keyword(s):  
Best Practices ◽  
Personal Growth ◽  
Mathematics Teaching ◽  
Time Pressure ◽  
Deep Understanding ◽  
Growth Mindset ◽  
The Other ◽  
Research Projects ◽  
New Era ◽  
Collaboration And Communication

Mathematics is the foundation of sciences and it is important in a learner’s career success. Growth mindset in mathematics teaching is essential to reach a broader student population effectively. Shifting the focus from performance and time pressure to deep understanding and personal growth, unnecessary competition vanishes among learners. As a result, they develop a better relation with their own thinking and they gain insights into the thinking of others. At the same time, collaboration and communication emerge naturally. The fear of mathematics and making mistakes disappear, while students learn by connecting ideas and applying the already learned study material.In the academic years of 2017-2018 and 2018-2019, two Dutch research projects dealt with the application of a growth mindset in mathematics teaching. One was in secondary schools, the other one at universities. In this article, we briefly report about and reflect on the exciting results of these studies and suggest further directions for research and the development of best practices.The ideas and experiences described in this paper are urgent as currently we are at the threshold of a new era in which education and learning are (and should be) really open for everyone; with low floor and without ceilings.

scholarly journals Employee Churn in After-School Care: Manager Influences on Retention and Turnover

2020 ◽  
Vol 15 (1) ◽  
pp. 94-121
Author(s):  
Michele Wilkens
Keyword(s):  
Employee Retention ◽  
Gap Analysis ◽  
After School ◽  
High Turnover ◽  
Frontline Staff ◽  
Organizational Influences ◽  
Mixed Methods Case Study ◽  
After School Program ◽  
Organizational Focus ◽  
Context Specific

This study examined field employee turnover at a national after-school program provider to assess the knowledge, skills, motivation, and organizational influences of those with the greatest impact on employee retention—area managers who oversee after-school programs and their ­­­frontline staff. Clark and Estes’ (2008) gap analysis served as the general conceptual framework for the study. A convergent parallel mixed methods case study was conducted using historical document analysis, surveys, interviews, and observations. Analysis revealed high employee retention (74%) as well as high turnover (62%), which can coexist when most staff are retained, but a smaller segment repeatedly churns over the same period. Specifically, recurring turnover among 37% of staff roles was found to be the source of the high turnover rate, while 63% of roles remained filled and stable. Further analysis of managers’ mindset illuminated barriers to success with retention, including limited knowledge of factors related to turnover, perception of minimal organizational focus on and resources for retention, significant external locus of control over turnover, and lack of ownership and accountability for turnover. After implementing context-specific solutions grounded in literature and in the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016), a 1-year follow-up indicated elevations in 16 of 17 areas of manager mindset around retention, including 90% or higher agreement in 12 of 17 areas, a 22% decrease in turnover, an 8% increase in stable roles, and an 11% decrease in unstable or repeatedly churning roles.

Mobile Learning

2017 ◽  
pp. 329-344
Author(s):  
Bonface Ngari Ireri ◽  
Ruth Diko Wario ◽  
Elijah I. Omwenga ◽  
Robert Oboko ◽  
Mwingirwa Irene Mukiri
Keyword(s):  
Digital Media ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Knowledge Retention ◽  
Digital Content ◽  
Discussion Forums ◽  
Video Clips ◽  
Hit Rate ◽  
Open Content ◽  
Video Format

When an instructor is able to identify, develop and apply appropriate digital media content that motivates learners and encourages them to learn, the process of learning is empowered. This study has identified multimedia digital content packaged in the format of video as the most preferred learning media by the learners. Content formats that had highest hit rate with accessed mean rate above 300 (discussion forums, video clips, and graphics) are discussed. The study revealed that learning becomes interactive and effective when a video is presented in the style of hypermedia. Learners' perceptions rating indicated that learners perceived the video format as satisfactory, helpful in knowledge retention, motivational and an enhancement of learning. Available online authoring tools and supportive open content sites are identified and educators are encouraged to develop digital content in video format and disseminate them for teaching and learning.

Integrating Mobile Learning in an Undergraduate Course

2015 ◽  
pp. 1333-1350 ◽  
Author(s):  
Fawzi Ishtaiwa
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Situated Learning ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Small Device ◽  
Technology Affordances ◽  
Research Questions ◽  
The Impact ◽  
The Relationship

This study investigated students' perceptions towards the affordances and challenges of integrating mobile learning (m-learning) into an undergraduate course. It also examined the impact of students' gender on their perceived affordances and challenges. The relationship between students' perceived affordances and perceived challenges of m-learning was also explored. Questionnaires distributed to 76 students and semi-structured interviews conducted with 17 students were used for collecting data to answer the research questions. The results revealed that students' perceptions towards the affordances of m-learning were particularly positive. They indicated that m-learning can provide an active, flexible, contextualised, and situated learning environment. However, several challenges are associated with m-learning integration. Most notable are: distraction, small device screens, plagiarism, cost, and parents' negative attitudes toward m-learning. The study also revealed that students' gender significantly impacted on the perceived affordances and challenges of m-learning. Finally, a negative significant correlation was found between mobile technology affordances and challenges.

scholarly journals A stepwise method for annotating appraisal

2018 ◽  
Vol 25 (2) ◽  
pp. 229-258 ◽  
Author(s):  
Matteo Fuoli
Keyword(s):  
Statistical Analysis ◽  
Best Practices ◽  
Quantitative Data ◽  
Manual Annotation ◽  
Methodological Issues ◽  
Stepwise Method ◽  
Evaluative Language ◽  
Practical Tool ◽  
The Creation ◽  
Context Specific

Abstract Despite a growing awareness of methodological issues, the literature on appraisal has not so far provided adequate answers to some of the key challenges involved in reliably identifying and classifying evaluative language expressions. This article presents a stepwise method for the manual annotation of appraisal in text that is designed to optimize reliability, replicability and transparency. The procedure consists of seven steps, from the creation of a context-specific annotation manual to the statistical analysis of the quantitative data derived from the manually-performed annotations. By presenting this method, the article pursues the twofold purpose of (i) providing a practical tool that can facilitate more reliable, replicable and transparent analyses, and (ii) fostering a discussion of the best practices that should be observed when manually annotating appraisal.

Excellence in the Design and Delivery of an Online Global Health Survey Course: A Roadmap for Educators

2019 ◽  
Vol 6 (1) ◽  
pp. 70-76 ◽  
Author(s):  
Steven R. Hawks ◽  
Hailey A. Judd
Keyword(s):  
Best Practices ◽  
Global Health ◽  
Learning Strategies ◽  
Health Survey ◽  
Course Design ◽  
Learning Experiences ◽  
Public Health Education ◽  
Course Evaluation ◽  
Open Educational Resources ◽  
Online Delivery

The release of the United Nations Sustainable Development Goals in 2016, the growing use of online delivery formats for public health education, and the urgent need to train an expanding global health workforce all reflect the need to adopt best practices in the design and delivery of online global health courses. The purpose of this coaching article is to share peer-to-peer strategies and best practices for developing a global health survey course for online delivery. Important elements for consideration include the use of a backward design approach, global health competency review and selection, the scope and sequencing of key content areas, meaningful assessments of competency mastery, the development of authentic learning strategies, the potential use of open educational resources, and strategies for ongoing course evaluation and refinement. A backward course design, with well-selected content domains and competencies, opens the way for the development of the best possible learning experiences that are consistent with national benchmarks for online course development. The use of this strategy has resulted in a much keener sense of course “ownership” on our part, along with enhanced learning experiences and satisfaction for students.

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