Construction of Online Teaching Model in Mobile Learning Space

Linguistics ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 97-103
Author(s):  
Chen Lili ◽  
Duan Huiqiong
Keyword(s):  
Mobile Learning ◽  
Online Teaching ◽  
Teaching Model ◽  
Learning Space

scholarly journals Mobile learning applications to improve invertebrate zoology online teaching

2021 ◽  
Vol 140 (1) ◽  
Author(s):  
Aida Verdes ◽  
Carlos Navarro ◽  
Patricia Álvarez‐Campos
Keyword(s):  
Mobile Learning ◽  
Online Teaching ◽  
Invertebrate Zoology

scholarly journals Acid Test of Ghana’s Educational Institutions Operating Distance Learning Programs

2020 ◽  
pp. 10-17
Author(s):  
William K Koomson ◽  
Naa Kai Amanor-Mfoafo
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Online Teaching ◽  
Learning Technologies ◽  
Educational Institutions ◽  
Learning Platform ◽  
Proposed Model ◽  
Learning Programs ◽  
Operating Distance ◽  
Acid Test

The outbreak of the COVID-19 pandemic is an unprecedented blow to the Ghanaian Educational System. Following the closure of all educational facilities in Ghana in March 2020, the country’s President ordered for the adoption of distance learning. This poses the question: how prepared are Ghanaian institutions to carry out distance learning using online teaching approaches? Most institutions in Ghana offering distance learning programs currently adopt the usage of the tutorial method where there is minimal or no usage of online learning technologies. This article discusses the potential usage of mobile learning by Ghanaian Educational Institutions operating distance learning programs in the wake of combating the COVID-19. It proposes a model to support the use of WhatsApp Messenger as an online tool to support distance learning programs. The proposed model is a summary comparison between a typical Learning Management System (LMS) using Jurado’s classification and the proper application of the use of WhatsApp Messenger as a mobile learning platform in a Ghanaian context.

Conventional Online Teaching vs. Andragogical Online Teaching

2010 ◽  
pp. 68-82
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Learners ◽  
21St Century ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Model ◽  
The 19Th Century ◽  
Compare And Contrast ◽  
Pedagogical Principles ◽  
Andragogical Principles

In an effort to promote the andragogical teaching model in helping adult learners learn online, the author of this chapter has sought to compare and contrast this model with conventional online teaching model. In doing so, the author argues while conventional online teaching is guided by behaviorism, in order to help adults learn in the online environment, instructors must go beyond the conventional online teaching model characterized by the use of Bloom’s Taxonomy of Educational Objectives and embrace humanism from which andragogy flows. The two models addressed in this chapter were not developed in a vacuum. Rather, they were derived from pedagogical and andragogical assumptions of learners. According to the literature in adult education, pedagogical principles were developed as early as in the 7th and 12th centuries whereas andragogical principles emerged in the early part of the 19th century in Europe. Both pedagogical principles and andragogical principles have been used to guide online adult teaching and learning since universities began to deliver courses in the virtual environments at the beginning of the 21st century.

Blogs As A Learning Space: Creating Text Of Talks

2011 ◽  
Vol 4 (6) ◽  
pp. 15 ◽  
Author(s):  
Arnold Nicholas E. Santos
Keyword(s):  
Everyday Life ◽  
Learning Process ◽  
Traditional Method ◽  
Online Teaching ◽  
Traditional Classroom ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Online Classes ◽  
Learning Space ◽  
Teaching Learning

This paper explored the pedagogical preparations taken by the researcher in integrating blogs to the traditional classroom experience as well as its use in online classes as a tool for students to write about what they have learned in class and relate it to everyday life. The researcher utilized web blog, combined Facebook and Multiply blogsites, in the online teaching. Utilization of blogsites to supplement the traditional method of teaching was a welcome innovation for most students. The study involved thirty-eight (38) enrolled students of the course English 111. The familiarity and convenience of facebook and multiply blogsites makes learning and complying to requirements an enjoyable task. Blogs as a learning space for English 111 was an effective teaching methodology appreciated by the students. However, the integration of blogs in the traditional teaching learning process requires preparation and planning on the part of the teacher so that applicable and timely activities could be given to the students.

scholarly journals Practice and Thinking of “XXT Full Online” Teaching Model in Analytical Chemistry Course

Daxue Huaxue ◽  
2020 ◽  
Vol 0 (0) ◽  
pp. 0-0
Author(s):  
Jun Li ◽  
Ling Zhang ◽  
Dan Li ◽  
Zhong Cao ◽  
Ping Chen ◽  
...  
Keyword(s):  
Analytical Chemistry ◽  
Online Teaching ◽  
Teaching Model

scholarly journals Research on the Role of Mobile Learning Technology in Promoting Deep Learning of College Students

2020 ◽  
Vol 9 (6) ◽  
pp. 63
Author(s):  
Xiangsen Liu ◽  
Zhenzhen Ye ◽  
Dongmei Jiang
Keyword(s):  
College Students ◽  
Deep Learning ◽  
Mobile Learning ◽  
Modern Society ◽  
Teaching Model ◽  
Learning Technology ◽  
Social Production ◽  
Productive Force ◽  
Mobile Learning Technology

As the primary productive force, education plays a huge role in the development of modern society. Traditional educational activities mainly focus on the teaching of students’ superficial knowledge and skills, which are no longer able to meet the current society’s demand for talents. At present, it is required to promote the development of in-depth thinking of college students, stimulate their innovation and creativity, and enable students to better contribute to social production. Therefore, it is very important to introduce the concept of deep learning for college students and establish a student-based teaching model. The author mainly uses mobile learning technology to analyze the functional role of mobile learning technology in promoting deep learning activities for college students, and proposes ways to effectively grasp mobile learning technology in future university informatization education activities.

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