A Mobile Context-Aware Framework for Managing Learning Schedules

2009 ◽  
Vol 1 (4) ◽  
pp. 29-55 ◽  
Author(s):  
Jane Yin-Kim Yau ◽  
Mike Joy
Keyword(s):  
Data Analysis ◽  
University Students ◽  
Mobile Learning ◽  
Adaptive Learning ◽  
Learning Opportunities ◽  
Learning Preferences ◽  
Context Aware ◽  
Pedagogical Approach ◽  
Learning Contexts ◽  
Mobile Context

Mobile learning applications can be categorized into four generations: non-adaptive, learning-preferences based adaptive, learning-contexts-based adaptive and learning-contexts-aware adaptive. The research on our learning schedule framework is motivated by some of the challenges within the context-aware mobile learning field. These include being able to create and enhance students’ learning opportunities in different locations by considering different learning contexts and using them as the basis for selecting appropriate learning materials. We have adopted a pedagogical approach for evaluating this framework, an exploratory interview study with potential users consisting of 37 university students. The observed interview feedback gives us insights into the use of a pedagogical m-learning suggestion framework deploying a learning schedule subject to the five proposed learning contexts. Our data analysis is described and interpreted leading to a personalized suggestion mechanism for each learner and each scenario and a proposed taxonomy for describing mobile learner preferences.

M-Learning Generations and Interview Study Results of a Mobile Context-Aware Learning Schedule Framework

2011 ◽  
pp. 28-55 ◽  
Author(s):  
Jane Yin-Kim Yau ◽  
Mike Joy
Keyword(s):  
Mobile Learning ◽  
Adaptive Learning ◽  
Interview Study ◽  
Learning Preferences ◽  
Context Aware ◽  
Postgraduate Students ◽  
Learning Contexts ◽  
Proposed Model ◽  
Study Results ◽  
Mobile Context

Mobile learning applications can be categorized into four generations – ‘non-adaptive’, ‘learning-preferences’-based adaptive, ‘learning-contexts’-based adaptive and ‘learning-contexts’-aware adaptive. The research on our Mobile Context-aware and Adaptive Learning Schedule framework is motivated by some of the challenges within the context-aware mobile learning field. These include being able to create and enhance students’ learning opportunities in different locations by considering different learning contexts and using these as the basis for selecting appropriate learning materials for students. The authors have adopted a pedagogical approach for evaluating this framework – an exploratory interview study with potential users consisting of 37 university students. The authors targeted primarily undergraduate computing students, as well as students within other departments and postgraduate students, so that a deep analysis of a wider variety of users’ thoughts regarding the framework can be gained. The observed interview feedback gives us insights into the use of a pedagogical m-learning suggestion framework deploying a learning schedule subject to the five proposed learning contexts. Their data analysis is described and interpreted leading to a personalized suggestion mechanism for each learner and each scenario, and a proposed model for describing mobile learning preferences dimensions.

scholarly journals A Developmental Step in the Right Direction: The Case for Concept-Based Instruction in the Omani ESP Classroom

2021 ◽  
Author(s):  
Amer Ahmed ◽  
Iryna Lenchuk
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Cognitive Development ◽  
University Students ◽  
Sociocultural Theory ◽  
Current Practice ◽  
Meaning Making ◽  
Pedagogical Approach ◽  
Based Instruction ◽  
The Right

This article reports on the results of action research conducted in a university ESP classroom in Oman. The impetus for this research was the practitioner’s dissatisfaction with the current practice of introducing the grammatical concept of the English passive and its subsequent results. Framed within the sociocultural theory of cognitive development, this paper investigates the effectiveness of concept-based instruction (CBI). As a pedagogical approach, CBI targets a learner’s internalization of the concept of a language constituent that assists the learner with the meaning making abilities of sentences where the English passive is used. Twenty-two university students enrolled in an ESP course participated in the study. The data was collected through the teacher’s observations, students’ artifacts, and students’ feedback on the effectiveness of CBI. Data analysis reveals the effectiveness of CBI in heightening learner awareness of the concept of a language constituent, developing learner knowledge of the English passive, and improving their meaning-making abilities at the phrasal and sentential levels.

scholarly journals A Developmental Step in the Right Direction: The Case for Concept-Based Instruction in the Omani ESP Classroom

2020 ◽  
Vol 11 (4) ◽  
pp. 15-30
Author(s):  
Amer Ahmed ◽  
Iryna Lenchuk
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Cognitive Development ◽  
University Students ◽  
Sociocultural Theory ◽  
Current Practice ◽  
Meaning Making ◽  
Pedagogical Approach ◽  
Based Instruction ◽  
The Right

This article reports on the results of action research conducted in a university ESP classroom in Oman. The impetus for this research was the practitioner’s dissatisfaction with the current practice of introducing the grammatical concept of the English passive and its subsequent results. Framed within the sociocultural theory of cognitive development, this paper investigates the effectiveness of concept-based instruction (CBI). As a pedagogical approach, CBI targets a learner’s internalization of the concept of a language constituent that assists the learner with the meaning making abilities of sentences where the English passive is used. Twenty-two university students enrolled in an ESP course participated in the study. The data was collected through the teacher’s observations, students’ artifacts, and students’ feedback on the effectiveness of CBI. Data analysis reveals the effectiveness of CBI in heightening learner awareness of the concept of a language constituent, developing learner knowledge of the English passive, and improving their meaning-making abilities at the phrasal and sentential levels.

scholarly journals Implementasi m-learning berbasis Mobile Context Aware System (MCAS) dalam pembelajaran Geografi pada masa pandemi Covid-19

2021 ◽  
Vol 1 (5) ◽  
pp. 591-597
Author(s):  
Alfyananda Kurnia Putra ◽  
Muhammad Naufal Islam ◽  
Dian Ahmad Sasmito ◽  
Alfa Yusrotin
Keyword(s):  
Mobile Learning ◽  
Learning Process ◽  
Field Research ◽  
Learning Activity ◽  
Average Score ◽  
Context Aware ◽  
Literature Study ◽  
Context Aware System ◽  
Mobile Context ◽  
Method Approach

Learning during the Covid-19 pandemic caused learning activity to be online and causes student’s boredom in Geography. Therefore, teachers must integrating the technology in learning process, with mobile learning (M-Learning) based on mobile context aware systems (MCAS). The study purpose is to determine student’s opinions about implementation of MCAS based M-Learning during the pandemic. This research is a descriptive qualitative with a mix method approach used collection techniques field research and literature study. The results showed that students had a positive opinion regarding the implementation of MCAS based M-Learning during the pandemic, with an average score of 3.40-3.70 out of 4.00. Pembelajaran pada masa pandemi Covid-19 menyebabkan pembelajaran menjadi online sehingga menyebabkan terjadinya kejenuhan siswa dalam proses pembelajaran Geografi. Oleh karena itu, guru harus mampu mengintegrasikan teknologi dalam pembelajaran, melalui mobile learning (M-Learning) berbasis mobile context aware systems (MCAS). Penelitian ini bertujuan mengetahui opini siswa dalam penerapan M-Learning berbasis MCAS pada masa pandemi. Jenis penelitian ini termasuk kualitatif deskriptif dengan pendekatan mix method serta teknik pengumpulan data berupa penelitian lapangan serta studi kepustakaan. Hasil penelitian menunjukkan bahwa siswa memiliki opini positif terkait implementasi M-Learning berbasis MCAS pada masa pandemi, dengan perolehan skor rata-rata skor 3,40-3,70 dari 4,00.

Gratifications for using social media

2016 ◽  
Vol 34 (2) ◽  
pp. 139-147 ◽  
Author(s):  
Chunmei Gan
Keyword(s):  
Social Media ◽  
Factor Analysis ◽  
Data Analysis ◽  
University Students ◽  
Factor Structure ◽  
T Test ◽  
Sina Weibo ◽  
Chinese University ◽  
Valid Data ◽  
Paired T Test

The purpose of this paper is to examine the general and specific gratifications that drive users’ choice of different social media. Sina Weibo and WeChat in China were selected for the current study. Two separate empirical surveys were conducted and 368 valid data were collected from Chinese university students experienced in using Sina Weibo or WeChat. Exploratory factor analysis, paired t test and independent-samples t test were employed for data analysis. The results identify four general gratifications for using different social media: hedonic gratification, affection gratification, information gratification and social gratification. In addition, factor structure of information gratification is different for different social media. Furthermore, the strength of each gratification differs to varying degrees across the use of different social media. Information gratification plays the most salient role in using Sina Weibo, whereas affection gratification is the most important motive for the use of WeChat. Also, the use of Sina Weibo can better fulfill individuals’ information and hedonic gratifications, while individuals prefer to use WeChat for achieving gratifications of social and affection.

Analysis on Mobile Learning by Using Smart Phones among Chinese University Students

2014 ◽  
Vol 519-520 ◽  
pp. 1667-1670
Author(s):  
Huan Cao ◽  
Zhao Hui Guo
Keyword(s):  
University Students ◽  
Mobile Learning ◽  
The State ◽  
Smart Phones ◽  
Chinese University ◽  
Android System ◽  
Chinese University Students ◽  
Level Of Understanding ◽  
Learning By Using

Mobile learning based on smart phones has become a hot topic in research.In this paper, questionnaires and interviews were applied to survey the state of Chinese university students' mobile learning by using smart phones, and 360 students from 5 universities in Wuhan were chose as samples.The research discovers that the students' level of understanding about mobile learning is still low.Even though most of them possess smart phones with Android system, they seldom use smart phones to learn their major in after-class time.To improve the performance of mobile learning by using smart phones,the R&D of smart phones should be strengthened, more abundant learning APP should be developed and the coverage of wifi should be widened.

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