Ubiquitous Wikipedia on Handheld Device for Mobile Learning

2010 ◽  
Author(s):  
Shih-Hung Wu ◽  
Min-Xiang Li ◽  
Ping-che Yang ◽  
Tsun Ku
Keyword(s):  
Mobile Learning ◽  
Handheld Device

Historic Monument Education

2011 ◽  
pp. 138-169 ◽  
Author(s):  
Ju-Ling Shih ◽  
Chien-Wen Chuang ◽  
Gwo-Jen Hwang
Keyword(s):  
Social Relationships ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Handheld Device ◽  
Historic Monument ◽  
Post Class ◽  
Group Interviews ◽  
Learning Principles ◽  
Positive Effect

The aim of this research was to design an inquiry-based mobile learning strategy that integrated the physical environment and digital resources to enhance elementary students’ learning of historic monuments. The students were situated in both the real world and the virtual world to extend their learning experiences. Based on collaborative learning principles, students used the handheld device, PDA, to do their investigations. This research utilized the Peace Temple in Taiwan as the teaching and learning site and invited 32 fifth graders to participate in the learning activities. Through pre- and post-class questionnaires, as well as observations and focus group interviews, both qualitative and quantitative data about students’ social relationships were collected and analyzed. The results showed that students’ social relationships varied at different stages with different tasks. Inquiry-based mobile learning is shown to have positive effect on students’ learning performances and learning satisfactions.

PERANCANGAN SISTEM PEMBELAJARAN MOBILE (M-LEARNING) BERBASIS ANDROID PADA MATERI BANGUN DATAR DAN BANGUN RUANG

2018 ◽  
Vol 1 (2) ◽  
pp. 1-17
Author(s):  
Tedi Budiman
Keyword(s):  
Mobile Learning ◽  
Design Method ◽  
Case Study Method ◽  
Application Development ◽  
Software Application ◽  
Rapid Application Development ◽  
User Design ◽  
Design Software ◽  
Application Programs

One example of the growing information technology today is mobile learning, mobile learning which refers to mobile technology as a learning medium. Mobile learning is learning that is unique for each student to access learning materials anywhere, anytime. Mobile learning is suitable as a model of learning for the students to make it easier to get an understanding of a given subject, such as math is pretty complicated and always using formulas.The design method that I use is the case study method, namely, learning, searching and collecting data related to the study. While the development of engineering design software application programs that will be used by the author is the method of Rapid Application Development (RAD), which consists of 4 stages: Requirements Planning Phase, User Design Phase, Construction Phase and Phase Cotuver.

Analysis of Learners’ Perception on the SPAT Format as a Delivery Method in Mobile Learning

2016 ◽  
Vol 22 (2) ◽  
pp. 325-349
Author(s):  
Yujin Park ◽  
Sunyoung Keum ◽  
Myungsun Kim ◽  
Ilju Rha
Keyword(s):  
Mobile Learning ◽  
Delivery Method

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Text Messaging ◽  
Teaching And Learning ◽  
Discussion Board ◽  
Academic Programs ◽  
Higher Learning ◽  
College Programs ◽  
Near Future ◽  
Selected Functions

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

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