Pub Date : 2017-04-01DOI: 10.6084/M9.FIGSHARE.4822246.V1
Introduction With the advent of mobile technologies, new paradigm of teaching and learning with technology aid had been emerged, that is mobile learning (M-Learning). Mobile technologies purvey opportunities to hold new and interesting methods of teaching and learning, both beyond and inside the classroom. Apropos to the teaching-learning process, the integration of mobile devices into educational context has considerable benefits and profoundly potential which consistence with Valero et al. (2012) who claimed that the technological features of M-Learning are portability, immediacy, connectivity, ubiquity and adaptability. It enables collaboration among pupils, knowledge creation, information searching and improved interaction and communication between teacher and student. Moreover, it facilitates access to learning anytime and anywhere by enabling connectivity and the employ of multiple apps for educational purposes (Fundacion Telefonica, 2013). In short, M-Learning has been recognized as one of the most influential technologies for education (Johnson, Adams, & Cummins, 2012). Therefore, this paper intends to provide insights into the research trends and issues in the studies of M-Learning through content analysis of selected journals from January, 2010 to December, 2015, covering six major journals: (1) Computer & Education (CE Keengwe, 2014) that integrates several software and firmware technology in multimedia applications (Lavin-Mera et al., 2008) which facilitate learning through a variety of wireless mobile devices (Kukulska-Hulme, 2005; Stevens & Kitchenham, 2011) using wireless networks (WiFi) or broadband services (Caudill, 2007) without limit in terms of location or time. (Kukulska-Hulme, 2005; Hussin et al., 2012; Quinn, 2000). Furthermore, Keegan (2002) contemplates the possibility of M-Learning as a harbinger of the future of learning. M-Learning research The use of mobile devices for educational purposes, recognized as M-Learning has gained substantial attention from researchers in the technology-enhanced learning discipline. Recent research findings on using mobile devices in different learning environments have exemplified their ability to effectively enhance students' learning knowledge. …
{"title":"Review of Mobile Learning Trends 2010-2015: A Meta-Analysis","authors":"","doi":"10.6084/M9.FIGSHARE.4822246.V1","DOIUrl":"https://doi.org/10.6084/M9.FIGSHARE.4822246.V1","url":null,"abstract":"Introduction With the advent of mobile technologies, new paradigm of teaching and learning with technology aid had been emerged, that is mobile learning (M-Learning). Mobile technologies purvey opportunities to hold new and interesting methods of teaching and learning, both beyond and inside the classroom. Apropos to the teaching-learning process, the integration of mobile devices into educational context has considerable benefits and profoundly potential which consistence with Valero et al. (2012) who claimed that the technological features of M-Learning are portability, immediacy, connectivity, ubiquity and adaptability. It enables collaboration among pupils, knowledge creation, information searching and improved interaction and communication between teacher and student. Moreover, it facilitates access to learning anytime and anywhere by enabling connectivity and the employ of multiple apps for educational purposes (Fundacion Telefonica, 2013). In short, M-Learning has been recognized as one of the most influential technologies for education (Johnson, Adams, & Cummins, 2012). Therefore, this paper intends to provide insights into the research trends and issues in the studies of M-Learning through content analysis of selected journals from January, 2010 to December, 2015, covering six major journals: (1) Computer & Education (CE Keengwe, 2014) that integrates several software and firmware technology in multimedia applications (Lavin-Mera et al., 2008) which facilitate learning through a variety of wireless mobile devices (Kukulska-Hulme, 2005; Stevens & Kitchenham, 2011) using wireless networks (WiFi) or broadband services (Caudill, 2007) without limit in terms of location or time. (Kukulska-Hulme, 2005; Hussin et al., 2012; Quinn, 2000). Furthermore, Keegan (2002) contemplates the possibility of M-Learning as a harbinger of the future of learning. M-Learning research The use of mobile devices for educational purposes, recognized as M-Learning has gained substantial attention from researchers in the technology-enhanced learning discipline. Recent research findings on using mobile devices in different learning environments have exemplified their ability to effectively enhance students' learning knowledge. …","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"1 1","pages":"113-126"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84226492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-01-01DOI: 10.1007/978-3-319-95059-4
M. Khine
{"title":"Book Review: Research on E-Learning and ICT in Education","authors":"M. Khine","doi":"10.1007/978-3-319-95059-4","DOIUrl":"https://doi.org/10.1007/978-3-319-95059-4","url":null,"abstract":"","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"23 1","pages":"287-289"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78491152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2011-04-01DOI: 10.1115/1.802977.paper218
H. Lai
The purpose of this study was to explore the current state of information literacy (IL) training and to identify the strategies and methods used by Canadian public libraries in improving IL skills for their staff and patrons. Also, the study sought to identify problems associated with the development of IL training. This study employed document analysis, observations, and focus group interviews to collect research data. The focus group interview consisted of six library staff members. The research findings revealed that Canada’s public libraries valued their roles as IL training providers and paid careful attention to staff development by offering various training approaches in order to provide efficient IL instruction for the public. Another issue explored in this study is that Canadian public libraries build partnerships with other organizations to extend their IL teaching responsibilities. In addition to the financial concern, a major challenge, based on the research findings, is that public libraries need to let their staff understand the learning theories associated with IL education and adult learning in order to enhance the quality of this training. This study also proposes four guidelines for developing effective IL trainings at public libraries.
{"title":"Information Literacy Training in Public Libraries: A Case from Canada","authors":"H. Lai","doi":"10.1115/1.802977.paper218","DOIUrl":"https://doi.org/10.1115/1.802977.paper218","url":null,"abstract":"The purpose of this study was to explore the current state of information literacy (IL) training and to identify the strategies and methods used by Canadian public libraries in improving IL skills for their staff and patrons. Also, the study sought to identify problems associated with the development of IL training. This study employed document analysis, observations, and focus group interviews to collect research data. The focus group interview consisted of six library staff members. The research findings revealed that Canada’s public libraries valued their roles as IL training providers and paid careful attention to staff development by offering various training approaches in order to provide efficient IL instruction for the public. Another issue explored in this study is that Canadian public libraries build partnerships with other organizations to extend their IL teaching responsibilities. In addition to the financial concern, a major challenge, based on the research findings, is that public libraries need to let their staff understand the learning theories associated with IL education and adult learning in order to enhance the quality of this training. This study also proposes four guidelines for developing effective IL trainings at public libraries.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"59 1","pages":"81-88"},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84781690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Context-aware ubiquitous learning environment, which embeds various ubiquitous computing technologies, allows applications to acquire diverse learning behaviors of each u-learner. Those behaviors that were collected and recorded by the u-learning system can be quite useful to enhance the analysis of learner characteristics which can be utilized to distinguish and group learners for further instruction strategy design, for instance, a ubiquitous collaborative learning strategy. This needs a systematical method to analyze learner behaviors and utilize learner characteristics for the group composition. This paper attempts to propose an effective learner grouping scheme which contains processes of the transformation from uportfolio to our proposed Portfolio Grid, the creation of learner similarity matrix, and the group composition. The aim of this paper is to propose a systematical manner of dividing learners into groups based on the analysis of previously collected u-learning portfolios. The analysis outcome, which has implied the similarity of various behaviors of learners, will facilitate obtaining an expected grouping result for the use of further learning activities such as ubiquitous collaborative learning and team working.
{"title":"A Systematic Approach for Learner Group Composition Utilizing U-Learning Portfolio","authors":"Yueh-Min Huang, Ting-Ting Wu","doi":"10.1049/CP.2010.0563","DOIUrl":"https://doi.org/10.1049/CP.2010.0563","url":null,"abstract":"Context-aware ubiquitous learning environment, which embeds various ubiquitous computing technologies, allows applications to acquire diverse learning behaviors of each u-learner. Those behaviors that were collected and recorded by the u-learning system can be quite useful to enhance the analysis of learner characteristics which can be utilized to distinguish and group learners for further instruction strategy design, for instance, a ubiquitous collaborative learning strategy. This needs a systematical method to analyze learner behaviors and utilize learner characteristics for the group composition. This paper attempts to propose an effective learner grouping scheme which contains processes of the transformation from uportfolio to our proposed Portfolio Grid, the creation of learner similarity matrix, and the group composition. The aim of this paper is to propose a systematical manner of dividing learners into groups based on the analysis of previously collected u-learning portfolios. The analysis outcome, which has implied the similarity of various behaviors of learners, will facilitate obtaining an expected grouping result for the use of further learning activities such as ubiquitous collaborative learning and team working.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"1 1","pages":"102-117"},"PeriodicalIF":0.0,"publicationDate":"2010-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86508452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-06-23DOI: 10.1007/978-3-540-69132-7_52
Scott W. McQuiggan, J. Robison, James C. Lester
{"title":"Affective Transitions in Narrative-Centered Learning Environments","authors":"Scott W. McQuiggan, J. Robison, James C. Lester","doi":"10.1007/978-3-540-69132-7_52","DOIUrl":"https://doi.org/10.1007/978-3-540-69132-7_52","url":null,"abstract":"","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"76 1","pages":"490-499"},"PeriodicalIF":0.0,"publicationDate":"2008-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90595751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-02-26DOI: 10.19173/IRRODL.V9I1.531
J. Jovanović, D. Gašević, C. Knight, Griff Richards
This paper presents an ontology-based framework aimed at explicit representation of context-specific metadata derived from the actual usage of learning objects and learning designs. The core part of the proposed framework is a learning object context ontology, that leverages a range of other kinds of learning ontologies (e.g., user modeling ontology, domain ontology, and learning design ontology) to capture the information about the real usage of a learning object inside a learning design. We also present some learner-centered and teacher-centered scenarios enabled by the proposed framework in order to illustrate the benefits the framework offers to these key participants of any learning process. Finally, we demonstrate how two present educational tools (i.e. TANGRAM and LOCO-Analyst) correspond to the proposed architecture.
{"title":"Ontologies for Effective Use of Context in e-Learning Settings","authors":"J. Jovanović, D. Gašević, C. Knight, Griff Richards","doi":"10.19173/IRRODL.V9I1.531","DOIUrl":"https://doi.org/10.19173/IRRODL.V9I1.531","url":null,"abstract":"This paper presents an ontology-based framework aimed at explicit representation of context-specific metadata derived from the actual usage of learning objects and learning designs. The core part of the proposed framework is a learning object context ontology, that leverages a range of other kinds of learning ontologies (e.g., user modeling ontology, domain ontology, and learning design ontology) to capture the information about the real usage of a learning object inside a learning design. We also present some learner-centered and teacher-centered scenarios enabled by the proposed framework in order to illustrate the benefits the framework offers to these key participants of any learning process. Finally, we demonstrate how two present educational tools (i.e. TANGRAM and LOCO-Analyst) correspond to the proposed architecture.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"25 1","pages":"47-59"},"PeriodicalIF":0.0,"publicationDate":"2008-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82124339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-02-26DOI: 10.19173/IRRODL.V9I1.532
Jon Dron
Social software, such as blogs, wikis, tagging systems and collaborative filters, treats the group as a first-class object within the system. Drawing from theories of transactional distance and control, this paper proposes a model of e-learning that extends traditional concepts of learner-teacher-content interactions to include these emergent properties of the group. It suggests that this feature of social software can facilitate an approach to elearning that is qualitatively different from and capable of significantly augmenting traditional methods, with especial benefits for lifelong learners and those outside institutional boundaries. The paper goes on to explore some of the dangers and issues that need to be addressed in order for this new model to fulfill its promise, and to suggest a framework of principles to be used by designers of educationally-oriented social software.
{"title":"Designing the Undesignable: Social Software and Control","authors":"Jon Dron","doi":"10.19173/IRRODL.V9I1.532","DOIUrl":"https://doi.org/10.19173/IRRODL.V9I1.532","url":null,"abstract":"Social software, such as blogs, wikis, tagging systems and collaborative filters, treats the group as a first-class object within the system. Drawing from theories of transactional distance and control, this paper proposes a model of e-learning that extends traditional concepts of learner-teacher-content interactions to include these emergent properties of the group. It suggests that this feature of social software can facilitate an approach to elearning that is qualitatively different from and capable of significantly augmenting traditional methods, with especial benefits for lifelong learners and those outside institutional boundaries. The paper goes on to explore some of the dangers and issues that need to be addressed in order for this new model to fulfill its promise, and to suggest a framework of principles to be used by designers of educationally-oriented social software.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"190 1","pages":"60-71"},"PeriodicalIF":0.0,"publicationDate":"2008-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79520752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-01-01DOI: 10.1007/978-0-387-35417-0
F. Lin
{"title":"Semantic Web and Education","authors":"F. Lin","doi":"10.1007/978-0-387-35417-0","DOIUrl":"https://doi.org/10.1007/978-0-387-35417-0","url":null,"abstract":"","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"18 1","pages":"292-293"},"PeriodicalIF":0.0,"publicationDate":"2008-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90793472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study, using content analysis technique, examined the types of job-related problems that the Turkish computer teachers experienced and the types of social support provided by reciprocal discussions in an online forum. Results indicated that role conflict, inadequate teacher induction policies, lack of required technological infrastructure and technical support, and the status of computer subject in school curriculum were the most frequently mentioned problems. In addition, 87.9% of the messages were identified as providing emotional support, while 3.1% messages were identified as providing instrumental support. It is concluded that content analysis technique provides an invaluable tool to understand the nature of communication and social interaction patterns among users in online environments. CMC in education should not only be considered to be a tool for content delivery and instructional interaction, but also a feedback mechanism and a platform for professional support, as well as an informal learning environment.
{"title":"Analysis of Computer Teachers' Online Discussion Forum Messages about their Occupational Problems","authors":"D. Deryakulu, S. Olkun","doi":"10.1501/0003617","DOIUrl":"https://doi.org/10.1501/0003617","url":null,"abstract":"This study, using content analysis technique, examined the types of job-related problems that the Turkish computer teachers experienced and the types of social support provided by reciprocal discussions in an online forum. Results indicated that role conflict, inadequate teacher induction policies, lack of required technological infrastructure and technical support, and the status of computer subject in school curriculum were the most frequently mentioned problems. In addition, 87.9% of the messages were identified as providing emotional support, while 3.1% messages were identified as providing instrumental support. It is concluded that content analysis technique provides an invaluable tool to understand the nature of communication and social interaction patterns among users in online environments. CMC in education should not only be considered to be a tool for content delivery and instructional interaction, but also a feedback mechanism and a platform for professional support, as well as an informal learning environment.","PeriodicalId":14679,"journal":{"name":"J. Educ. Technol. Soc.","volume":"64 1","pages":"131-142"},"PeriodicalIF":0.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73794522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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