Pub Date : 2020-10-01DOI: 10.4018/IJMBL.2020100101
Ahmad R. Pratama, Lori L. Scarlatos
In developing countries, where most people have cell phones (even when they don't have reliable electricity or internet service), e-learning and m-learning offer great opportunities for educating a vast populace, particularly in rural communities. This article presents an analysis of primary data from over one thousand secondary school students in Indonesia, the fourth most populated nation in the world, to determine how they are using e-learning and m-learning and how device ownership influences that. The findings from the logistic regression models show that mobile devices are more important than traditional PCs in promoting e-learning, while tablets are better than smartphones for promoting m-learning. Having access to free wi-fi is equally important. Students who prefer m-learning on mobile devices over traditional e-learning activities on PCs tend to be more active and collaborative learners. These findings can help inform policy makers in improving the educational attainment in Indonesia and other developing countries.
{"title":"The Roles of Device Ownership and Infrastructure in Promoting E-Learning and M-Learning in Indonesia","authors":"Ahmad R. Pratama, Lori L. Scarlatos","doi":"10.4018/IJMBL.2020100101","DOIUrl":"https://doi.org/10.4018/IJMBL.2020100101","url":null,"abstract":"In developing countries, where most people have cell phones (even when they don't have reliable electricity or internet service), e-learning and m-learning offer great opportunities for educating a vast populace, particularly in rural communities. This article presents an analysis of primary data from over one thousand secondary school students in Indonesia, the fourth most populated nation in the world, to determine how they are using e-learning and m-learning and how device ownership influences that. The findings from the logistic regression models show that mobile devices are more important than traditional PCs in promoting e-learning, while tablets are better than smartphones for promoting m-learning. Having access to free wi-fi is equally important. Students who prefer m-learning on mobile devices over traditional e-learning activities on PCs tend to be more active and collaborative learners. These findings can help inform policy makers in improving the educational attainment in Indonesia and other developing countries.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"57 1","pages":"1-16"},"PeriodicalIF":1.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84846234","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 : 2020-07-20DOI: 10.1007/978-3-658-31235-0_2
Lisa Maria Pilotto
{"title":"Theorieteil","authors":"Lisa Maria Pilotto","doi":"10.1007/978-3-658-31235-0_2","DOIUrl":"https://doi.org/10.1007/978-3-658-31235-0_2","url":null,"abstract":"","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"393 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73427994","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 : 2020-07-20DOI: 10.1007/978-3-658-31235-0_1
Lisa Maria Pilotto
{"title":"Einleitung","authors":"Lisa Maria Pilotto","doi":"10.1007/978-3-658-31235-0_1","DOIUrl":"https://doi.org/10.1007/978-3-658-31235-0_1","url":null,"abstract":"","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"55 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87988589","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 : 2020-07-20DOI: 10.1007/978-3-658-31235-0_6
Lisa Maria Pilotto
{"title":"Ergebnisse","authors":"Lisa Maria Pilotto","doi":"10.1007/978-3-658-31235-0_6","DOIUrl":"https://doi.org/10.1007/978-3-658-31235-0_6","url":null,"abstract":"","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"30 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75077490","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 : 2020-07-20DOI: 10.1007/978-3-658-31235-0_5
Lisa Maria Pilotto
{"title":"Methodik","authors":"Lisa Maria Pilotto","doi":"10.1007/978-3-658-31235-0_5","DOIUrl":"https://doi.org/10.1007/978-3-658-31235-0_5","url":null,"abstract":"","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"27 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84114614","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 : 2020-07-20DOI: 10.1007/978-3-658-31235-0_7
Lisa Maria Pilotto
{"title":"Diskussion und Ausblick","authors":"Lisa Maria Pilotto","doi":"10.1007/978-3-658-31235-0_7","DOIUrl":"https://doi.org/10.1007/978-3-658-31235-0_7","url":null,"abstract":"","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"18 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72576077","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 : 2020-07-01DOI: 10.4018/ijmbl.2020070102
N. Mozahem
Higher education institutes are increasingly turning their attention to web-based learning management systems. The purpose of this study is to investigate whether data collected from LMS can be used to predict student performance in classrooms that use LMS to supplement face-to-face teaching. Data was collected from eight courses spread across two semesters at a private university in Lebanon. Event history analysis was used to investigate whether the probability of logging in was related to the gender and grade of the students. Results indicate that students with higher grades login more frequently to the LMS, that females login more frequently than males, and that student login activity increases as the semester progresses. As a result, this study shows that login activity can be used to predict the academic performance of students. These findings suggest that educators in traditional face-to-face classes can benefit from educational data mining techniques that are applied to the data collected by learning management systems in order to monitor student performance.
{"title":"Using Learning Management System Activity Data to Predict Student Performance in Face-to-Face Courses","authors":"N. Mozahem","doi":"10.4018/ijmbl.2020070102","DOIUrl":"https://doi.org/10.4018/ijmbl.2020070102","url":null,"abstract":"Higher education institutes are increasingly turning their attention to web-based learning management systems. The purpose of this study is to investigate whether data collected from LMS can be used to predict student performance in classrooms that use LMS to supplement face-to-face teaching. Data was collected from eight courses spread across two semesters at a private university in Lebanon. Event history analysis was used to investigate whether the probability of logging in was related to the gender and grade of the students. Results indicate that students with higher grades login more frequently to the LMS, that females login more frequently than males, and that student login activity increases as the semester progresses. As a result, this study shows that login activity can be used to predict the academic performance of students. These findings suggest that educators in traditional face-to-face classes can benefit from educational data mining techniques that are applied to the data collected by learning management systems in order to monitor student performance.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"52 1","pages":"20-31"},"PeriodicalIF":1.4,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80401103","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 : 2020-07-01DOI: 10.4018/ijmbl.2020070104
T. Seifert, Carla Har-Paz
The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning, improve their achievements. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students' scores. The results of this study show that the implementation of a mobile learning teaching unit does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as implementation of mobile seamless learning to promote a self-regulated learning.
{"title":"The Effects of Mobile Learning in an EFL Class on Self-Regulated Learning and School Achievement","authors":"T. Seifert, Carla Har-Paz","doi":"10.4018/ijmbl.2020070104","DOIUrl":"https://doi.org/10.4018/ijmbl.2020070104","url":null,"abstract":"The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning, improve their achievements. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students' scores. The results of this study show that the implementation of a mobile learning teaching unit does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as implementation of mobile seamless learning to promote a self-regulated learning.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"197 1","pages":"49-65"},"PeriodicalIF":1.4,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83517444","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 : 2020-07-01DOI: 10.4018/ijmbl.2020070105
Yao-Fen Wang, Chu-Min Tu, Liwei Hsu
This study examined the effectiveness of a Green Food and Beverage (GFB) blended learning approach. A quasi-experimental research design was employed to verify the learning outcomes of implementing the GFB blended learning. Junior hospitality students were the research subjects. The experimental group participated in an 18-week GFB blended learning course, while the control group experienced traditional teaching. A total of 99 valid subjects were recruited. Statistical analyses were used to examine whether the participants of two groups had different green food literacy, transformative abilities, unit learning achievements, and learning experiences. The results confirmed that the blended learning course was more suitable for capturing students' attention and satisfying them through the course learning and could promote students' green food knowledge, green food responsibility, commitment to green food, and civic green food behavior. It could also enhance the psychological empowerment of students related to green food practices and problem solving to ensure food sustainability.
{"title":"Learning Outcomes of a Blended Learning System for Green Food and Beverage Education","authors":"Yao-Fen Wang, Chu-Min Tu, Liwei Hsu","doi":"10.4018/ijmbl.2020070105","DOIUrl":"https://doi.org/10.4018/ijmbl.2020070105","url":null,"abstract":"This study examined the effectiveness of a Green Food and Beverage (GFB) blended learning approach. A quasi-experimental research design was employed to verify the learning outcomes of implementing the GFB blended learning. Junior hospitality students were the research subjects. The experimental group participated in an 18-week GFB blended learning course, while the control group experienced traditional teaching. A total of 99 valid subjects were recruited. Statistical analyses were used to examine whether the participants of two groups had different green food literacy, transformative abilities, unit learning achievements, and learning experiences. The results confirmed that the blended learning course was more suitable for capturing students' attention and satisfying them through the course learning and could promote students' green food knowledge, green food responsibility, commitment to green food, and civic green food behavior. It could also enhance the psychological empowerment of students related to green food practices and problem solving to ensure food sustainability.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"26 1","pages":"66-78"},"PeriodicalIF":1.4,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77351594","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 : 2020-07-01DOI: 10.4018/ijmbl.2020070101
Juliana Vitória Vieira Mattiello da Silva, A. Klein
Many individual entrepreneurs start their businesses without preparation and have scarce resources to attend training activities; however, there is a broad range of educational possibilities with the spread of mobile technologies that can support situated learning. This article addresses the following research question: to what extent is mobile learning (m-learning) effective as a means for developing the entrepreneurial competencies of individual entrepreneurs? The authors conducted an action research project that created and tested a mobile learning method to support the development of entrepreneurial competencies from a situated learning perspective. The research results show positive outcomes perceived by 61 individual entrepreneurs in Brazil that tested the method. They have succeeded in developing elements of their entrepreneurial competencies such as financial and operational management skills, feeling encouraged to improve and professionalize their businesses. Some limitations of m-learning for entrepreneurship education are also discussed in the paper.
{"title":"A Situated M-Learning Perspective to Develop Individual Entrepreneurial Competencies","authors":"Juliana Vitória Vieira Mattiello da Silva, A. Klein","doi":"10.4018/ijmbl.2020070101","DOIUrl":"https://doi.org/10.4018/ijmbl.2020070101","url":null,"abstract":"Many individual entrepreneurs start their businesses without preparation and have scarce resources to attend training activities; however, there is a broad range of educational possibilities with the spread of mobile technologies that can support situated learning. This article addresses the following research question: to what extent is mobile learning (m-learning) effective as a means for developing the entrepreneurial competencies of individual entrepreneurs? The authors conducted an action research project that created and tested a mobile learning method to support the development of entrepreneurial competencies from a situated learning perspective. The research results show positive outcomes perceived by 61 individual entrepreneurs in Brazil that tested the method. They have succeeded in developing elements of their entrepreneurial competencies such as financial and operational management skills, feeling encouraged to improve and professionalize their businesses. Some limitations of m-learning for entrepreneurship education are also discussed in the paper.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"158 11","pages":"1-19"},"PeriodicalIF":1.4,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4018/ijmbl.2020070101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72424946","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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