scholarly journals The effect of mobile application programming on the educational process

2021 ◽  
Vol 9 (1) ◽  
pp. 1-5
Author(s):  
Dawood Zahi Khutar
Keyword(s):  
Mobile Application ◽  
Instant Messaging ◽  
Mobile Apps ◽  
Electronic Devices ◽  
Educational Process ◽  
Technology In Education ◽  
The Past ◽  
E Learning ◽  
Application Programming ◽  
Flow Of Information

Distance learning is something really familiar nowadays. In the past few years, our world has witnessed a massive revolu-tion in the world of information technology and provided simple ways to obtain information at reasonable prices. Today, sharing information is an integral part of every person's life. Devices such as phones, tablets, and smartphones have be-come the main focus of digital life. With technological progress, electronic devices go through stages of software develop-ment that allow them to perform additional, more complex tasks, and process a larger flow of information. Almost every-one between the ages of 10 and 60 owns a mobile device. So mobile apps are always up to date. Therefore, it is quite logi-cal to use the mobile application as an auxiliary element in the educational system, especially as it provides many services such as accessing the Internet, browsing the web, sending e-mails, exchanging multimedia messages and files and provid-ing instant messaging applications with audio and video. Focusing on employing technology in education and its curricula, regardless of its level, is considered very important. This work diagnoses what users prefer when using the e-learning appli-cation through a questionnaire distributed to a group of university students to collect data on their preferences regarding mobile applications for e-learning.

Application of BYOD technology in education on the example of Lecture Racing mobile application

2019 ◽  
pp. 56-64 ◽  
Author(s):  
Ju. M. Tsarapkina ◽  
N. V. Dunaeva ◽  
A. M. Kireicheva
Keyword(s):  
Theoretical Analysis ◽  
Mobile Application ◽  
Educational Practice ◽  
Educational Material ◽  
Educational Process ◽  
Bring Your Own Device ◽  
Technology In Education ◽  
Information Culture ◽  
Current State ◽  
Independent Assessment

The article describes the use of BYOD technology (Bring Your Own Device) in educational practice using the Lecture Racing mobile application. This application provides feedback between the teacher and students both in the classroom and during distance learning, contributes to the visualization of educational material and, in general, the informatization of the educational process. The purpose of the study is to conduct a theoretical analysis of the current state and prospects for the development of BYOD technology in Russia and abroad, and to test the benefits of using this technology in educational practice using the specific mobile application. During the study, an analysis of scientific, theoretical and practical literature on BYOD technology was carried out. In the process of experimental work, test tasks were the instrument of measuring knowledge and skills of students. As a result of a theoretical analysis and study of the practical possibilities of using BYOD technology (using the Lecture Racing mobile application as an example), it was found that this technology allows you to visualize information that is displayed in real time on the screen of each student's mobile device, regardless of its location. This technology also allows both the student and the teacher to quickly work with information, provide feedback, receive an independent assessment (since the assessment is set automatically), saves time, and develops the information culture of students.

Mobile Learning Using Mobile Phones in Japan

2011 ◽  
pp. 64-83 ◽  
Author(s):  
Midori Kimura
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
English Language ◽  
Educational Process ◽  
English Language Learning ◽  
Good Program ◽  
The Past ◽  
E Learning ◽  
Model Programs

The past ten years has seen remarkable developments in mobile devices, especially mobile phones, and interest in the potential of using mobile phones in an educational setting has intensified recently. The author’s working group, in cooperation with eLPCO (e-learning Professional Competency) at Aoyama Gakuin University in Japan, started a mobile learning project in 2002 to demonstrate model programs of mobile learning using mobile phones (mLearning/MPs), with the findings from all the experiments conducted over the past seven years contributing to the educational process. This chapter first discusses the barriers, such as the psychological, pedagogical, and technological issues, that mLearning/MPs had to overcome. Next, the author introduces findings obtained from four projects carried out on the English language by mobile phones, and then provides suggestions on essential conditions required for a good program for mLearning/MPs. The chapter proposes open source-based mobile services as a way of overcoming barriers faced by mLearning/MPs, and as an effective model for English language learning using mobile phones.

scholarly journals The Dominance of E-Learning Methods over Studies: Problems and Solutions

2021 ◽  
Author(s):  
Suraa A. Abbas ◽  
Keyword(s):  
Distance Education ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Educational Process ◽  
Educational Institutions ◽  
Quantitative Research Methods ◽  
The Past ◽  
Analysis Technique ◽  
Problems And Solutions ◽  
E Learning

This paper sheds light on e-learning, whose importance has swiftly grown over the past year by learners after the closure of schools and universities in more than 100 countries worldwide due to the rampant Coronavirus disease (COVID-19), and the problems and solutions that must be followed to facilitate the educational process. This study is mainly quantitative. It will use quantitative research methods to collect data by distributing questions to the research community consisting of 10 teachers and 30 undergraduate students in the medical, technical faculty at Al-Kitab University. The data were analyzed by content analysis technique and divided into themes, sub-themes, and codes. The paper found that both students and teachers used technology to ensure the continuity of the educational process. In addition, both teachers and learners have different positive and negative opinions about the distance education platforms and the conditions facing them from the weakness of the Internet and the liability of electronic skills for both parties. Ideas were put forward on developing equipment and methods used for distance education activities using artificial intelligence to simulate the natural educational environment. This study recommends educational institutions restructure the curriculum and make it compatible with the electronic environment, just like the real academic environment.

scholarly journals Use of Mobile Application for Communication, Interaction and Learning: Lessons from an Action Research

2021 ◽  
Vol 6 (01) ◽  
pp. 60-70
Author(s):  
Shesha Kanta Pangeni
Keyword(s):  
Action Research ◽  
Mobile Devices ◽  
Mobile Application ◽  
Mobile Apps ◽  
Mobile App ◽  
Mobile Technologies ◽  
Learning Resources ◽  
Large Computer ◽  
Learning Facilitation ◽  
E Learning

Integration of mobile technologies into training and instruction for learning facilitation is important these days. It is because the users of the mobile devices are increasing as enablers of the learning opportunity anywhere all the times. In addition, learners like to get information, learning resources and activities on their palms via mobile devices. In this context, this paper reports lessons from action research about the use of customized android mobile application at a teacher education institution in Nepal. The research started with the purpose of promoting the use of Mobile App for e-learning that contributes to improving access to e-learning resources and instant communication for course activities. Online survey, informal interaction and interview were used to collect data. Activity theory has been influential to analyse the use of Mobile App for the learning facilitation. The research shows that the course facilitators rarely used Mobile App, instead they liked using web browsers in their large computer screen. However, students used the Mobile App and they wanted the updated version with user-friendly interface. Main lesson from the research is that the roles of institution and facilitators are important to create and provide mobile friendly options of learning facilitation where students themselves can explore in the internet, learn, and use available applications and tools required for their learning. Training institutions can introduce mobile application to bring about a change in the ways of training methods and pedagogical practices with technological interventions. Trainers can consider mobile apps for techno-friendly instructional experiences. Also, learners can access mobile apps for training resources and other learning to enhance their knowledge and skill.

scholarly journals Object of Study of Literacy: a learning object based on mobile learning to aid in the process of child literacy

2020 ◽  
Vol 8 (11) ◽  
pp. 32-40
Author(s):  
Kaio Alexandre da Silva
Keyword(s):  
Data Mining ◽  
Mobile Learning ◽  
Mobile Application ◽  
Electronic Devices ◽  
Educational Process ◽  
Learning Object ◽  
Complex Phase ◽  
Object Based ◽  
Object Of Study

The basic literacy is a complex phase, composed of several stages that require dedication to the conclusion of the process. Nowadays, with the evolution of electronic devices and with the advent of data mining technology, respectively, the teaching and monitoring of the stages of literacy can be facilitated by the introduction of its principles into the educational process. Based on this, this paper proposes the presentation of a learning object, consisting mainly of a mobile application and a follow-up system, named Object of study of Literacy, Objeto de Estudo de Letramento (OEL), for teaching and monitoring the initial stages of the process of basic literacy. 

scholarly journals The Implications of Offering Free Versions for the Performance of Paid Mobile Apps

2017 ◽  
Vol 81 (6) ◽  
pp. 62-78 ◽  
Author(s):  
Sandeep Arora ◽  
Frenkel ter Hofstede ◽  
Vijay Mahajan
Keyword(s):  
Information Systems ◽  
Mobile Application ◽  
Mobile Apps ◽  
Later Life ◽  
Negative Association ◽  
Life Stages ◽  
Data Set ◽  
Unique Data ◽  
The Past ◽  
App Development

The mobile application (app) industry has grown tremendously over the past ten years, primarily fueled by small app development businesses. Lacking advertising budgets, these small and relatively unknown businesses often offer free versions of their paid apps to be noticed in the crowded app industry and to reduce customer uncertainty about app quality and fit. The authors build on the existing marketing and information systems literature on sampling and versioning to investigate the implications of offering free versions for the adoption speed of paid apps. Using a unique data set of 7.7 million observations from 12,315 paid apps, and accounting for endogeneity, the authors find that although the practice of offering free versions of paid apps is popular, it is negatively associated with paid app adoption speed. They also find that this negative association between free version presence and paid app adoption speed is stronger both for hedonic apps and in the later life stages of paid apps. The authors hope that the study's results will encourage app developers to reevaluate their current strategy of offering free versions of paid apps and prompt academics to produce more work focusing on this industry.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

PERSONIFICATION OF STUDENTS INDEPENDENT WORK ON THE FORMATION OF THE ABILITY TO SOLVE COMPUTATIONAL PROBLEMS ON THE BASIS OF AUTOMATED TRAINING AND DIAGNOSTIC SYSTEM

2018 ◽  
pp. 26-32
Author(s):  
N. I. Pak ◽  
E. V. Asaulenko
Keyword(s):  
Diagnostic System ◽  
Educational Process ◽  
Box Model ◽  
Self Management ◽  
Practical Implementation ◽  
Learning Tools ◽  
Theoretical Rationale ◽  
E Learning ◽  
Independent Work ◽  
Selection Of

The relevance of the study under consideration is due to the need to increase the efficiency of students independent work in solving computational problems. A theoretical rationale is proposed and the practical implementation of an automated training and diagnostic system for the formation of skills to solve problems according to the “white box” model is described. The leading idea of the study is the construction of mental schemes for a given topic, which allow to visualize the dynamics of changes in the learner’s level of ability to solve computational problems. The methods of accounting for forgetting educational information and methods of personalized selection of tasks are substantiated. The site for self-management of user independent work is available at the link: http://msbx.ru. The materials of the article are of practical value for teachers who use e-learning tools in the educational process.

Pocket E-Li: Listening Assessment Made Easy

2019 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Norazean Sulaiman ◽  
Nurul Nadiah Dewi Faizul Ganapathy ◽  
Wan Faizatul Azirah Ismayatim
Keyword(s):  
Mobile Application ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Positive Response ◽  
Mobile Apps ◽  
Listening Skills ◽  
Current Technology ◽  
The Future ◽  
Level Of Understanding ◽  
Almost All

Listening skills should be given more attention as listening takes precedence over anything else when it comes to acquiring a language (Putriani, Sukirlan & Supriyadi, 2013). Even with the booming of various technology to facilitate teaching and learning of listening skills in class, the assessment conducted to identify students’ level of understanding of certain topic is still not up-to-date and not parallel with the advancement of technology. The current studies show that the use of mobile apps for listening purpose is proven to be effective in reducing students’ anxiety (Rahimi & Soleymani, 2015), sustaining students’ motivation (Read & Kukulska-Hulme, 2015), and improving students’ linguistic competencies (Ramos & Valderruten, 2017). This study is aimed to test the effectiveness of mobile application in assessing students’ listening skills. Diploma students from various faculties in UiTM Shah Alam were randomly chosen to answer listening comprehension questions via the prototype developed, named Pocket E-Li. The results demonstrate that the majority of the students provided positive response towards the implementation of mobile application for listening assessment. Almost all respondents agreed that listening assessment should be conducted via mobile application in the future. It can be concluded that listening assessment via mobile application is beneficial to students since it meets the students’ demands and needs which is equivalent with the use of current technology.

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