Pub Date : 2013-07-01DOI: 10.4018/ijksr.2013070105
R. Jena
Recent advances in Information and Communication Technology ICT provide an opportunity to build a self growing and sharing virtual environment for teaching and learning. Cloud computing is one of the latest technological advancement in ICT domain. Cloud computing technologies have changed the way applications are developed and accessed. A Virtual Learning Environment VLE is a system for delivering learning materials to students via the web. Cloud computing is provides one of the most emerging cost effective solution for virtual learning and teaching environment. This paper discusses how cloud computing has been contributing to virtual learning environment and an overview of the current state of the structure of Cloud Computing based e-learning is discussed. The readers will also find a brief overview of cloud computing and the different efficient cloud based virtual learning models. Towards the end different offers from different cloud vendors are discussed.
{"title":"Cloud Computing Enabled Virtual Learning Environment: Strengths and Opportunities","authors":"R. Jena","doi":"10.4018/ijksr.2013070105","DOIUrl":"https://doi.org/10.4018/ijksr.2013070105","url":null,"abstract":"Recent advances in Information and Communication Technology ICT provide an opportunity to build a self growing and sharing virtual environment for teaching and learning. Cloud computing is one of the latest technological advancement in ICT domain. Cloud computing technologies have changed the way applications are developed and accessed. A Virtual Learning Environment VLE is a system for delivering learning materials to students via the web. Cloud computing is provides one of the most emerging cost effective solution for virtual learning and teaching environment. This paper discusses how cloud computing has been contributing to virtual learning environment and an overview of the current state of the structure of Cloud Computing based e-learning is discussed. The readers will also find a brief overview of cloud computing and the different efficient cloud based virtual learning models. Towards the end different offers from different cloud vendors are discussed.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131464459","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 : 2013-07-01DOI: 10.4018/ijksr.2013070107
N. Mir
With the increasing growth in internet use, information has turned into e-information and provides a greater freedom for information sharing. This also brings a greater need for information security by protecting copyrights of online authors. A novel tamper proof web watermarking technique has been proposed in this paper that uses the textual features of different languages. Initially three different languages English, Urdu and Arabic have been used in this research for testing and verification, however this idea can be extended to other languages. Watermarks are generated based on language features and further secured by encryption using advanced encryption standard algorithm to ensure another layer of security. Encrypted watermarks have been embedded into HTML page utilizing the structural aspects of markup language. Experimental results have shown that copied information can be recognized by using the proposed system even after modification attacks without requiring the disclosure of watermark information.
{"title":"Content-Based Web Watermarking","authors":"N. Mir","doi":"10.4018/ijksr.2013070107","DOIUrl":"https://doi.org/10.4018/ijksr.2013070107","url":null,"abstract":"With the increasing growth in internet use, information has turned into e-information and provides a greater freedom for information sharing. This also brings a greater need for information security by protecting copyrights of online authors. A novel tamper proof web watermarking technique has been proposed in this paper that uses the textual features of different languages. Initially three different languages English, Urdu and Arabic have been used in this research for testing and verification, however this idea can be extended to other languages. Watermarks are generated based on language features and further secured by encryption using advanced encryption standard algorithm to ensure another layer of security. Encrypted watermarks have been embedded into HTML page utilizing the structural aspects of markup language. Experimental results have shown that copied information can be recognized by using the proposed system even after modification attacks without requiring the disclosure of watermark information.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132619855","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 : 2013-07-01DOI: 10.4018/ijksr.2013070106
E. Kurilovas, S. Serikoviene
The paper aims to analyse and propose e-textbooks and other learning objects LOs quality evaluation methodology, i.e., quality model, and simple and effective expert evaluation methods, thus improving solution of educational tasks using informatics engineering methods. Qualitative learning material is one of the main factors of learning quality. Therefore, evaluation of e-textbooks and other LOs quality is one of the most relevant education problems. The problem is relevant for all participants of the educational sector-for educational institutions e.g. schools that have to select qualitative learning material for their needs, for education policy makers who need clear quality criteria while implementing e-textbooks and other LOs tenders, for authors of learning material e.g. publishers who need to know quality requirements to create e-textbooks and other LOs etc. It is obvious that some e-textbooks and other LOs could be very qualitative against some quality criteria, and the others-against the other criteria, and vice versa. Therefore, e-textbooks and other LOs quality evaluation is a typical case where one should apply multiple criteria decision analysis MCDA theory. In the work, MCDA principles are applied to create an objective rank of LOs alternatives according to their quality, and to evaluate each alternative's quality against "ideal" quality. In the work, e-textbooks and other LOs reusability and quality criteria system i.e. model is presented, as well as created expert quality evaluation method based on fuzzy numbers theory.
{"title":"On e-Textbooks Quality Model and Evaluation Methodology","authors":"E. Kurilovas, S. Serikoviene","doi":"10.4018/ijksr.2013070106","DOIUrl":"https://doi.org/10.4018/ijksr.2013070106","url":null,"abstract":"The paper aims to analyse and propose e-textbooks and other learning objects LOs quality evaluation methodology, i.e., quality model, and simple and effective expert evaluation methods, thus improving solution of educational tasks using informatics engineering methods. Qualitative learning material is one of the main factors of learning quality. Therefore, evaluation of e-textbooks and other LOs quality is one of the most relevant education problems. The problem is relevant for all participants of the educational sector-for educational institutions e.g. schools that have to select qualitative learning material for their needs, for education policy makers who need clear quality criteria while implementing e-textbooks and other LOs tenders, for authors of learning material e.g. publishers who need to know quality requirements to create e-textbooks and other LOs etc. It is obvious that some e-textbooks and other LOs could be very qualitative against some quality criteria, and the others-against the other criteria, and vice versa. Therefore, e-textbooks and other LOs quality evaluation is a typical case where one should apply multiple criteria decision analysis MCDA theory. In the work, MCDA principles are applied to create an objective rank of LOs alternatives according to their quality, and to evaluate each alternative's quality against \"ideal\" quality. In the work, e-textbooks and other LOs reusability and quality criteria system i.e. model is presented, as well as created expert quality evaluation method based on fuzzy numbers theory.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131518391","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 paper presents the initial outcomes of a key scoping study undertaken to explore the role of augmented reality and motion detecting technologies in the context of Intangible Cultural Heritage ICH for museums related environments. Initial prototypes are in the form of an interactive infrared camera based application for children to engage with an Aboriginal puppet. This scoping study is unique, as it tries to combine two extremes: the curation of historical intangible artifacts and their preservation through digital intervention. Heritage related intangible content is always restricted because of its non-physical nature and can never be fully embed in an environment like museums and related exhibitions. This paper explores alternative opportunities for knowledge transfer of ICH content that manifest with playfulness in order to elicit a deeper understanding of such intangible cultural artifacts. This study is complementary to multiple disciplines including heritage preservation, museum technologies and emerging interaction design.
{"title":"Technology Intervention for the Preservation of Intangible Cultural Heritage (ICH)","authors":"Muqeem Khan, Penny Baillie de Byl","doi":"10.4018/jksr.2013040101","DOIUrl":"https://doi.org/10.4018/jksr.2013040101","url":null,"abstract":"This paper presents the initial outcomes of a key scoping study undertaken to explore the role of augmented reality and motion detecting technologies in the context of Intangible Cultural Heritage ICH for museums related environments. Initial prototypes are in the form of an interactive infrared camera based application for children to engage with an Aboriginal puppet. This scoping study is unique, as it tries to combine two extremes: the curation of historical intangible artifacts and their preservation through digital intervention. Heritage related intangible content is always restricted because of its non-physical nature and can never be fully embed in an environment like museums and related exhibitions. This paper explores alternative opportunities for knowledge transfer of ICH content that manifest with playfulness in order to elicit a deeper understanding of such intangible cultural artifacts. This study is complementary to multiple disciplines including heritage preservation, museum technologies and emerging interaction design.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122872111","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}
Dayang Hjh. Tiawa Awang Hj. Hamid, N. Alias, A. H. Omar, Md. Rajibul Islam, H. F. S. Saipol, S. Q. M. Palil, A. C. A. Ghani, Nurelya Ramli
The OER is a comparatively innovative phenomenon which perhaps seen as a part of a bigger movement towards openness in advanced education including more familiar and recognized trends, for example Open Access OA and Open Source Software OSS. This study introduces a web based service for collaborative authoring learning to create, share and explore dynamic contents since many problems occurred while using the current e-learning software such as Moodle and LAMS. This paper proposed the alternative e-learning software technology based on grid portal, grid computing platform and it was implemented in two courses. The conventional web based education may not suitable for collaborative tools and online collaborative authoring environment because of slow operation in searching, uploading, visualizing output, and file sharing. The new web based service offers an efficient authoring infrastructure dealing with online collaborative tools and collaborative authoring environment based on grid portal technology to solve the unequal distribution of task and compensation problem as well as investigates how to improve access and usefulness for the users of such OER. UCLA Grid Portal open source software with parallel computing system has been implemented in order to design the efficient authoring infrastructure and to implement an online graphics, animation, audio and video technology courses. The idea is to show how the environment can offer web assisted education that goes beyond providing digital learning materials. The OER, especially in the collaborative authoring activity environment in parallel computing are designed to provide students with new environment where they can share skills, knowledge, and understanding within the group members as well as to enhance students' teamwork skills in parallel and distributed processing for high performance computing. Based on the strong foundations, hopefully the users are ready to apply their knowledge, creativity and leadership to fulfill the need of their future career development. As a conclusion, the collaborative authoring learning becomes more effective in terms of performance evaluations analysis.
{"title":"Web-Based Service for Collaborative Authoring Learning Using Grid Portal","authors":"Dayang Hjh. Tiawa Awang Hj. Hamid, N. Alias, A. H. Omar, Md. Rajibul Islam, H. F. S. Saipol, S. Q. M. Palil, A. C. A. Ghani, Nurelya Ramli","doi":"10.4018/jksr.2013040104","DOIUrl":"https://doi.org/10.4018/jksr.2013040104","url":null,"abstract":"The OER is a comparatively innovative phenomenon which perhaps seen as a part of a bigger movement towards openness in advanced education including more familiar and recognized trends, for example Open Access OA and Open Source Software OSS. This study introduces a web based service for collaborative authoring learning to create, share and explore dynamic contents since many problems occurred while using the current e-learning software such as Moodle and LAMS. This paper proposed the alternative e-learning software technology based on grid portal, grid computing platform and it was implemented in two courses. The conventional web based education may not suitable for collaborative tools and online collaborative authoring environment because of slow operation in searching, uploading, visualizing output, and file sharing. The new web based service offers an efficient authoring infrastructure dealing with online collaborative tools and collaborative authoring environment based on grid portal technology to solve the unequal distribution of task and compensation problem as well as investigates how to improve access and usefulness for the users of such OER. UCLA Grid Portal open source software with parallel computing system has been implemented in order to design the efficient authoring infrastructure and to implement an online graphics, animation, audio and video technology courses. The idea is to show how the environment can offer web assisted education that goes beyond providing digital learning materials. The OER, especially in the collaborative authoring activity environment in parallel computing are designed to provide students with new environment where they can share skills, knowledge, and understanding within the group members as well as to enhance students' teamwork skills in parallel and distributed processing for high performance computing. Based on the strong foundations, hopefully the users are ready to apply their knowledge, creativity and leadership to fulfill the need of their future career development. As a conclusion, the collaborative authoring learning becomes more effective in terms of performance evaluations analysis.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123834111","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}
Portable MP3/MP4 players, e.g. iPod, are mostly used for entertainment purposes and very popular among the youth. The authors explore the possibility of using such devices as an aiding tool in the educational environment, and hypothesis that these devices would help improve learning, e.g. fluency in English. The authors report on a number of preliminary studies which suggest that the use of such devices helped students in English learning.
{"title":"Use of Portable Devices to Teach English Language","authors":"Khalid Thabit, F. Dehlawi","doi":"10.4018/jksr.2013040105","DOIUrl":"https://doi.org/10.4018/jksr.2013040105","url":null,"abstract":"Portable MP3/MP4 players, e.g. iPod, are mostly used for entertainment purposes and very popular among the youth. The authors explore the possibility of using such devices as an aiding tool in the educational environment, and hypothesis that these devices would help improve learning, e.g. fluency in English. The authors report on a number of preliminary studies which suggest that the use of such devices helped students in English learning.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"290 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133677267","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}
Argumentation has been pointed out as an important means to foster learning. However, contemporary argumentation tools only poorly support the learning dimension. This is mainly due to their emphasis on formal models, which does not align well with the learning process. This article presents CoPe_it!, an innovative web-based tool that supports collaboration and augments learning through argumentative discourses. The tool provides the means to manage individual and collective knowledge by adopting an incremental formalization approach. The authors demonstrate the tool's applicability to Communities of Practice and the authors discuss the potential of their approach in the context of e-Learning.
{"title":"Argumentation-Based Learning for Communities of Practice","authors":"N. Karacapilidis, M. Tzagarakis, Nikos Karousos","doi":"10.4018/jksr.2013040108","DOIUrl":"https://doi.org/10.4018/jksr.2013040108","url":null,"abstract":"Argumentation has been pointed out as an important means to foster learning. However, contemporary argumentation tools only poorly support the learning dimension. This is mainly due to their emphasis on formal models, which does not align well with the learning process. This article presents CoPe_it!, an innovative web-based tool that supports collaboration and augments learning through argumentative discourses. The tool provides the means to manage individual and collective knowledge by adopting an incremental formalization approach. The authors demonstrate the tool's applicability to Communities of Practice and the authors discuss the potential of their approach in the context of e-Learning.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127951955","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}
Personal Learning Environments PLEs help the learners to take control of their learning. PLEs enable the learners to set their own leaning targets and manage their learning by communicating with others in the process of learning. As latest technological advancements have brought revolution in every field of life, so as in the PLEs. Modern PLEs are the integration of a number of latest technologies i.e. blogs, Wikis, RSS feeds, where content is shaped as per the individual needs and interests of the students. Focusing on these latest aspects of the PLEs, University of South Australia initiated a three year new learning platform project in 2010, called LearnOnline, which will replace the University's current online teaching environment UniSAnet. LearnOnline was launched with a vision to foster richer learning through promoting students' active involvement in their courses and involving the students in a deeper learning experience. LearnOnline is built on modular approach and consists of different components i.e. ePortfolio, Course Outline, Lecture Recording, Copyright Monitoring, Student Email, Assessment and Feedback, Virtual Classroom, Course and Teacher Evaluation. Each component is developed separately and is fully independent. This methodology is helping the incremental implementation of the LearnOnline. As soon as a component is completed, after testing, it becomes the part of LearnOnline. In this paper, the author explains the features and workings of LearnOnline in detail and also evaluates its design methodologies.
{"title":"LearnOnline: Personal Learning Environment Implementation in University of South Australia","authors":"M. M. Baig","doi":"10.4018/jksr.2013040103","DOIUrl":"https://doi.org/10.4018/jksr.2013040103","url":null,"abstract":"Personal Learning Environments PLEs help the learners to take control of their learning. PLEs enable the learners to set their own leaning targets and manage their learning by communicating with others in the process of learning. As latest technological advancements have brought revolution in every field of life, so as in the PLEs. Modern PLEs are the integration of a number of latest technologies i.e. blogs, Wikis, RSS feeds, where content is shaped as per the individual needs and interests of the students. Focusing on these latest aspects of the PLEs, University of South Australia initiated a three year new learning platform project in 2010, called LearnOnline, which will replace the University's current online teaching environment UniSAnet. LearnOnline was launched with a vision to foster richer learning through promoting students' active involvement in their courses and involving the students in a deeper learning experience. LearnOnline is built on modular approach and consists of different components i.e. ePortfolio, Course Outline, Lecture Recording, Copyright Monitoring, Student Email, Assessment and Feedback, Virtual Classroom, Course and Teacher Evaluation. Each component is developed separately and is fully independent. This methodology is helping the incremental implementation of the LearnOnline. As soon as a component is completed, after testing, it becomes the part of LearnOnline. In this paper, the author explains the features and workings of LearnOnline in detail and also evaluates its design methodologies.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115171727","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}
The research aimed to study the effectiveness of using an E-training package to develop Webquest designing skills for teachers of gifted students. The main research question was how well gifted students' teachers acquire the Webquest's designing skills after studying the proposed E-training package? The research follows a quasi-experimental design for one group. The sample consists of 23 teachers of gifted students. The research only focuses on the designing skills for long term webquests. It is administered in a private school located in Jeddah, Saudi Arabia during the second semester of academic year 2008-2009. The researcher used a pre-post test and a webquest rubric to evaluate the teachers' knowledge and skills. The researcher found that gifted students' teachers acquired very well the knowledge and skills related to the design of webquests after studying the E-training package. However, the skills of describing the process clearly and selecting resources were poorly acquired. This finding indicates that e-training packages can be used to train teachers on developing new instructional methods and tools. The researcher has put several recommendations. E-training packages should be used as complementary method and not as a replacement for face-to-face training. In addition, E-training packages should be supervised when implemented in an organization. In addition, the Arabic Web resources should be enriched with high quality websites.
{"title":"Can E-Training Packages Develop Webquests Designing Skills for Teachers of Gifted Students?","authors":"Hanan Ahmed Abdulhameed","doi":"10.4018/jksr.2013040107","DOIUrl":"https://doi.org/10.4018/jksr.2013040107","url":null,"abstract":"The research aimed to study the effectiveness of using an E-training package to develop Webquest designing skills for teachers of gifted students. The main research question was how well gifted students' teachers acquire the Webquest's designing skills after studying the proposed E-training package? The research follows a quasi-experimental design for one group. The sample consists of 23 teachers of gifted students. The research only focuses on the designing skills for long term webquests. It is administered in a private school located in Jeddah, Saudi Arabia during the second semester of academic year 2008-2009. The researcher used a pre-post test and a webquest rubric to evaluate the teachers' knowledge and skills. The researcher found that gifted students' teachers acquired very well the knowledge and skills related to the design of webquests after studying the E-training package. However, the skills of describing the process clearly and selecting resources were poorly acquired. This finding indicates that e-training packages can be used to train teachers on developing new instructional methods and tools. The researcher has put several recommendations. E-training packages should be used as complementary method and not as a replacement for face-to-face training. In addition, E-training packages should be supervised when implemented in an organization. In addition, the Arabic Web resources should be enriched with high quality websites.","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128655382","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 defines mobile technology specifically in this study, smart phone technology as a contemporary learning tool and environment that can make a difference in users' informal learning practice. Currently, in Korea, there are thirteen millions smart phone users and the number of smart phone users worldwide is expected to exceed one billion by 2013. Mobile technology is, therefore, becoming a device that many people carry every day and its possibility to facilitate learning seems to be highly promising. With such societal and cultural movement in mind, to understand the nature of mobile users' experiences and their meanings in terms of learning, the study investigates a users' actual experiences in using mobile, b users' perceptions toward the effectiveness and meaning of mobile for learning, and c the characteristics of informal learning appeared through mobile learning. In other words, the study aims to suggest practical guidelines by answering to the following inquires; 1 which experiences do the mobile users perceive conducive to learning? 2 depending on how users understand and define learning in general, does it influence on their use and perception of mobile as a learning tool?, and 3 what can be the most effective way of using mobile for learning in relation to the perspectives of informal learning? Here, the theory of informal learning is applied as a framework. Informal learning, in a broader sense, defines everyday experiences from which we learn something Merriam & Cafarrella, 1999. According to Schugurensky 2000, informal learning can take different forms due to the presence or absence of intentionality and awareness of learning. He defines informal learning in three forms-self-directed learning, incidental learning, and socialization. While mobile learning has been researched a lot recently, its potential for informal learning, especially for adults has hardly been studied. The research study was conducted in Korea in summer, 2011 and plans to conduct the sequel in USA in fall, 2011. The online survey questionnaire consisted of 20 questions was developed and implemented and the mixed research methodology was applied in that it included both quantitative multiple-choice items and qualitative open-ended questions. The initial findings show that the majority of participants became aware of positive changes in everyday life, including learning. Also, three forms of informal learning: directed learning, incidental learning, and socialization were respectively identified in this environment. More specifically, mobile is perceived to be meaningful especially for directed or self-regulated learning while it is seen to be least beneficial for incidental learning. For socialization, interestingly, only certain participants agree that it has occurred through mobile learning or may occur. Finally, the participants find mobile the most useful for information search and knowledge acquisition. In conclusion, the mobile platform can facilitate
{"title":"Exploring the Meaning of Mobile Learning for Informal Learning: Preliminary and Exploratory Study","authors":"Young Park, Yong Ju Jung","doi":"10.4018/jksr.2013040109","DOIUrl":"https://doi.org/10.4018/jksr.2013040109","url":null,"abstract":"This study defines mobile technology specifically in this study, smart phone technology as a contemporary learning tool and environment that can make a difference in users' informal learning practice. Currently, in Korea, there are thirteen millions smart phone users and the number of smart phone users worldwide is expected to exceed one billion by 2013. Mobile technology is, therefore, becoming a device that many people carry every day and its possibility to facilitate learning seems to be highly promising. With such societal and cultural movement in mind, to understand the nature of mobile users' experiences and their meanings in terms of learning, the study investigates a users' actual experiences in using mobile, b users' perceptions toward the effectiveness and meaning of mobile for learning, and c the characteristics of informal learning appeared through mobile learning. In other words, the study aims to suggest practical guidelines by answering to the following inquires; 1 which experiences do the mobile users perceive conducive to learning? 2 depending on how users understand and define learning in general, does it influence on their use and perception of mobile as a learning tool?, and 3 what can be the most effective way of using mobile for learning in relation to the perspectives of informal learning? Here, the theory of informal learning is applied as a framework. Informal learning, in a broader sense, defines everyday experiences from which we learn something Merriam & Cafarrella, 1999. According to Schugurensky 2000, informal learning can take different forms due to the presence or absence of intentionality and awareness of learning. He defines informal learning in three forms-self-directed learning, incidental learning, and socialization. While mobile learning has been researched a lot recently, its potential for informal learning, especially for adults has hardly been studied. The research study was conducted in Korea in summer, 2011 and plans to conduct the sequel in USA in fall, 2011. The online survey questionnaire consisted of 20 questions was developed and implemented and the mixed research methodology was applied in that it included both quantitative multiple-choice items and qualitative open-ended questions. The initial findings show that the majority of participants became aware of positive changes in everyday life, including learning. Also, three forms of informal learning: directed learning, incidental learning, and socialization were respectively identified in this environment. More specifically, mobile is perceived to be meaningful especially for directed or self-regulated learning while it is seen to be least beneficial for incidental learning. For socialization, interestingly, only certain participants agree that it has occurred through mobile learning or may occur. Finally, the participants find mobile the most useful for information search and knowledge acquisition. In conclusion, the mobile platform can facilitate","PeriodicalId":296518,"journal":{"name":"Int. J. Knowl. Soc. Res.","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133519499","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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