Since the introduction of flipped learning, it has drawn much attention and enjoyed increasing popularity. This study attempts to investigate Chinese English majors’ metacognitive strategy use in a flipped environment and the influencing factors of metacognitive strategy use. 35 subjects were asked to study the assigned online course video lectures out of class and participate in activities demanding the application of acquired knowledge. Students’ metacognitive strategy use and factors influencing their use were analyzed based on the data collected from written reflections, interviews and classroom observations. Findings indicate that 1) planning, self-monitoring, self-evaluation, directed attention and selective attention are students’ main employed metacognitive strategies in and out of the flipped classroom, 2) factors influencing students’ metacognitive strategy use consist of students’ desired learning outcomes and group learning, and students’ self-control over learning pace in the flipped context further motivates their use of diverse metacognitive strategies.
{"title":"Chinese University Students' Metacognitive Strategy Use in Language Acquisition: A Flipped Learning Perspective","authors":"Jiahong Jiang","doi":"10.4018/ijmbl.297974","DOIUrl":"https://doi.org/10.4018/ijmbl.297974","url":null,"abstract":"Since the introduction of flipped learning, it has drawn much attention and enjoyed increasing popularity. This study attempts to investigate Chinese English majors’ metacognitive strategy use in a flipped environment and the influencing factors of metacognitive strategy use. 35 subjects were asked to study the assigned online course video lectures out of class and participate in activities demanding the application of acquired knowledge. Students’ metacognitive strategy use and factors influencing their use were analyzed based on the data collected from written reflections, interviews and classroom observations. Findings indicate that 1) planning, self-monitoring, self-evaluation, directed attention and selective attention are students’ main employed metacognitive strategies in and out of the flipped classroom, 2) factors influencing students’ metacognitive strategy use consist of students’ desired learning outcomes and group learning, and students’ self-control over learning pace in the flipped context further motivates their use of diverse metacognitive strategies.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"119 1","pages":"1-16"},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75783483","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}
Chekfoung Tan, Diogo Casanova, I. Huet, Muna M. Alhammad
Due to the Covid-19 pandemic, most universities needed to move to online teaching and learning, in some cases with very limited knowledge or experience in running online programmes. Engaging students online has become an imminent challenge that universities and academics are still trying to address. This paper reports on the findings from the experience of making the transition from an established collaborative learning activity delivered in a face-to-face environment to online collaborative learning supported by Microsoft Teams. Supported by an action research methodology, the paper evaluates this experience by comparing the outcomes of students' learning in the previous face-to-face and the online activities and the suitability of Microsoft Teams as a learning environment for collaborative learning for a postgraduate project management module. This research contributes to the growing knowledge of technology-enhanced learning by shedding light on how Microsoft Teams can support active and online collaborative learning in Higher Education.
{"title":"Online Collaborative Learning Using Microsoft Teams in Higher Education Amid COVID-19","authors":"Chekfoung Tan, Diogo Casanova, I. Huet, Muna M. Alhammad","doi":"10.4018/ijmbl.297976","DOIUrl":"https://doi.org/10.4018/ijmbl.297976","url":null,"abstract":"Due to the Covid-19 pandemic, most universities needed to move to online teaching and learning, in some cases with very limited knowledge or experience in running online programmes. Engaging students online has become an imminent challenge that universities and academics are still trying to address. This paper reports on the findings from the experience of making the transition from an established collaborative learning activity delivered in a face-to-face environment to online collaborative learning supported by Microsoft Teams. Supported by an action research methodology, the paper evaluates this experience by comparing the outcomes of students' learning in the previous face-to-face and the online activities and the suitability of Microsoft Teams as a learning environment for collaborative learning for a postgraduate project management module. This research contributes to the growing knowledge of technology-enhanced learning by shedding light on how Microsoft Teams can support active and online collaborative learning in Higher Education.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"9 1","pages":"1-18"},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82591790","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}
Project-based learning (PBL) approaches are common in Software Engineering (SE) and Project Management education. However, the blended learning modality is still little explored in this context. The application of PBL in blended learning environments is called Blended Project-based learning (BPBL). In order to fill in this research gap, this study analyzed the implementation of an undergraduate SE project management course carried out in a Brazilian private university, using the BPBL method. In order to evaluate the outcomes of the adoption of this method, a questionnaire was administered to students, who were also invited to identify some lessons learned, assessed using content analysis. In terms of students’ performance and satisfaction, the results of this survey showed that students’ opinions are mixed. However, the students considered more “blended-ready” are said to be very satisfied with the experience and looking forward to another one. The outcomes of this study can be used to better prepare teachers and students to adopt BPBL in software project management courses.
{"title":"Using Blended Project-Based Learning to Teach Project Management to Software Engineering Students","authors":"M. Barbosa","doi":"10.4018/ijmbl.291978","DOIUrl":"https://doi.org/10.4018/ijmbl.291978","url":null,"abstract":"Project-based learning (PBL) approaches are common in Software Engineering (SE) and Project Management education. However, the blended learning modality is still little explored in this context. The application of PBL in blended learning environments is called Blended Project-based learning (BPBL). In order to fill in this research gap, this study analyzed the implementation of an undergraduate SE project management course carried out in a Brazilian private university, using the BPBL method. In order to evaluate the outcomes of the adoption of this method, a questionnaire was administered to students, who were also invited to identify some lessons learned, assessed using content analysis. In terms of students’ performance and satisfaction, the results of this survey showed that students’ opinions are mixed. However, the students considered more “blended-ready” are said to be very satisfied with the experience and looking forward to another one. The outcomes of this study can be used to better prepare teachers and students to adopt BPBL in software project management courses.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"6 1","pages":"1-17"},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75443237","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}
R. Diseko, Thuladu Thuladu Nyamande, A. G. Kuhudzai
The present study employs the Technology Acceptance Model to explore secondary school teachers’ perceptions towards acceptance of tablet devices in their teaching practice in the classroom. A questionnaire was completed by (N=80) secondary school teachers from South Africa, and the constructs related to technology acceptance were measured along with demographic variables. Results revealed that there were no statistically significant differences in teachers’ perceptions towards acceptance of tablets in their teaching practice across gender, age and teaching experience. The findings also showed that the perceived usefulness construct has a high negative response towards the acceptance of tablets in their teaching practice. However, the findings also revealed that the perceived ease of use, attitude towards use, and behavioural intention are directly significant factors in teachers’ perceptions towards accepting tablet devices in their teaching practice.
{"title":"Factors Affecting Teacher Acceptance of Tablets in Their Teaching Practice: A Case Study in the South African Context","authors":"R. Diseko, Thuladu Thuladu Nyamande, A. G. Kuhudzai","doi":"10.4018/ijmbl.297975","DOIUrl":"https://doi.org/10.4018/ijmbl.297975","url":null,"abstract":"The present study employs the Technology Acceptance Model to explore secondary school teachers’ perceptions towards acceptance of tablet devices in their teaching practice in the classroom. A questionnaire was completed by (N=80) secondary school teachers from South Africa, and the constructs related to technology acceptance were measured along with demographic variables. Results revealed that there were no statistically significant differences in teachers’ perceptions towards acceptance of tablets in their teaching practice across gender, age and teaching experience. The findings also showed that the perceived usefulness construct has a high negative response towards the acceptance of tablets in their teaching practice. However, the findings also revealed that the perceived ease of use, attitude towards use, and behavioural intention are directly significant factors in teachers’ perceptions towards accepting tablet devices in their teaching practice.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"26 1","pages":"1-20"},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79677523","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}
In the last decade, the use of mobile devices has been intensified at all educational levels. They have recently been included in the design of strategies and methodologies that contribute to mathematics education, especially in the resolution of mathematical problems. In this research, a systematic review is carried out on the use of mobile devices in the teaching and learning of mathematics in higher education institutions, with the purpose of identifying advantages, limitations, effectiveness, trends, and characteristics that have been presented in the last 10 years. Thirty articles were selected between 2011 and 2021 in 15 indexed journals with three specialized on mobile learning. The insights found allow us to see the current state of the use of mobile learning in the teaching and learning of mathematics in higher education institutions and evolution in new research in mathematics educational scenarios.
{"title":"Trends and Research on the Teaching and Learning of Mathematics in Higher Education Institutions Through Mobile Learning","authors":"Francisco Niño, S. Gómez","doi":"10.4018/ijmbl.313596","DOIUrl":"https://doi.org/10.4018/ijmbl.313596","url":null,"abstract":"In the last decade, the use of mobile devices has been intensified at all educational levels. They have recently been included in the design of strategies and methodologies that contribute to mathematics education, especially in the resolution of mathematical problems. In this research, a systematic review is carried out on the use of mobile devices in the teaching and learning of mathematics in higher education institutions, with the purpose of identifying advantages, limitations, effectiveness, trends, and characteristics that have been presented in the last 10 years. Thirty articles were selected between 2011 and 2021 in 15 indexed journals with three specialized on mobile learning. The insights found allow us to see the current state of the use of mobile learning in the teaching and learning of mathematics in higher education institutions and evolution in new research in mathematics educational scenarios.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49484868","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}
Hybrid teaching, which combines face-to-face and online teaching, was widely adopted in higher education during the Covid-19 pandemic, especially in courses where implementation, experimentation, and practice are core activities. This paper presents observations of teaching effectiveness of a hybrid teaching framework designed within emergency remote teaching (ERT) in a technical drawing course during the pandemic. The objectives of the study are to analyse the teaching effectiveness of the designed framework and to understand its benefits and challenges for improvement of ERT of practice-based courses. Teaching effectiveness is analysed based on students' feedback, students' participation, analysis of students' grades, and instructors' observations. The findings revealed that students' adaption and participation was high and there was a positive correlation between in-class practice and individual learning processes. Most students stated that some of the online teaching activities (e.g. feedback, class notes, answer keys) can be integrated in face-to-face teaching in the future.
{"title":"Emergency Remote Teaching of Technical Drawing During the COVID-19 Pandemic","authors":"Aysu Sagun Kentel","doi":"10.4018/ijmbl.314580","DOIUrl":"https://doi.org/10.4018/ijmbl.314580","url":null,"abstract":"Hybrid teaching, which combines face-to-face and online teaching, was widely adopted in higher education during the Covid-19 pandemic, especially in courses where implementation, experimentation, and practice are core activities. This paper presents observations of teaching effectiveness of a hybrid teaching framework designed within emergency remote teaching (ERT) in a technical drawing course during the pandemic. The objectives of the study are to analyse the teaching effectiveness of the designed framework and to understand its benefits and challenges for improvement of ERT of practice-based courses. Teaching effectiveness is analysed based on students' feedback, students' participation, analysis of students' grades, and instructors' observations. The findings revealed that students' adaption and participation was high and there was a positive correlation between in-class practice and individual learning processes. Most students stated that some of the online teaching activities (e.g. feedback, class notes, answer keys) can be integrated in face-to-face teaching in the future.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42430755","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}
Joshua L. Williams, Nancy McCarley, Stephen D. Willis, Amber N. Huddleson
In this study, we examined the impact of irrelevant visual images in a PowerPoint lecture on attention and information retention performance. We found students viewing text-only PowerPoint slides retained less information than students viewing text-and-image slides, but the difference did not reach significance. However, when examining both fixation counts and fixation duration, we found students viewing text-and-image PowerPoint slides who spent more time looking at the text retained more information. We discuss the impact of varied visual attention (moving back and forth from text to image) on information integration and retention and establish empirical questions for future research.
{"title":"Images and Text on PowerPoint Slides: \"Tracking\" Their Impact on Information Retention","authors":"Joshua L. Williams, Nancy McCarley, Stephen D. Willis, Amber N. Huddleson","doi":"10.4018/ijmbl.291979","DOIUrl":"https://doi.org/10.4018/ijmbl.291979","url":null,"abstract":"In this study, we examined the impact of irrelevant visual images in a PowerPoint lecture on attention and information retention performance. We found students viewing text-only PowerPoint slides retained less information than students viewing text-and-image slides, but the difference did not reach significance. However, when examining both fixation counts and fixation duration, we found students viewing text-and-image PowerPoint slides who spent more time looking at the text retained more information. We discuss the impact of varied visual attention (moving back and forth from text to image) on information integration and retention and establish empirical questions for future research.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"14 1","pages":"1-14"},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78329959","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}
As we approach a new normal in post-Covid-19 pedagogy, we need to consider blended learning (BL) as a significant contribution to precautionary and preventive actions for containing the spread of Covid-19. This paper provides a framework to recognize transformation to a new normal by: a) reviewing the history of BL associated with its models and design options; b) presenting general characteristics of BL in a matrix of place, distance, and technology; and c) analyzing scenario planning and strategies for reopening academic institutions. Based on the BL continuum and health and safety conditions resulting from the pandemic, the study first proposed a scenario planning framework. Second, it developed a classification framework of BL addressing its continuum, models, and learning theories via a smart learning environment. Finally, the study proposed a conceptual matrix of BL that considers health and safety conditions resulting from the Covid-19 pandemic.
{"title":"Blended Learning: The New Normal for Post-COVID-19 Pedagogy","authors":"Naglaa A. Megahed, Ehab Ghoneim","doi":"10.4018/ijmbl.291980","DOIUrl":"https://doi.org/10.4018/ijmbl.291980","url":null,"abstract":"As we approach a new normal in post-Covid-19 pedagogy, we need to consider blended learning (BL) as a significant contribution to precautionary and preventive actions for containing the spread of Covid-19. This paper provides a framework to recognize transformation to a new normal by: a) reviewing the history of BL associated with its models and design options; b) presenting general characteristics of BL in a matrix of place, distance, and technology; and c) analyzing scenario planning and strategies for reopening academic institutions. Based on the BL continuum and health and safety conditions resulting from the pandemic, the study first proposed a scenario planning framework. Second, it developed a classification framework of BL addressing its continuum, models, and learning theories via a smart learning environment. Finally, the study proposed a conceptual matrix of BL that considers health and safety conditions resulting from the Covid-19 pandemic.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"73 1","pages":"1-15"},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76551564","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}
Large class sizes significantly limit EFL (English as a Foreign Language) learners' speaking opportunities in class, and it is also quite difficult for them to have a regular language partner if they want to practice English after class. Microsoft Xiaoying, a chatbot available on smart phones, offers EFL learners a virtual partner for them to conduct conversational practice with, and engage in language learning anytime and anywhere. This study evaluates 50 EFL learners’ accuracy, errors, and improvements in oral tasks during 28 days of training employing this chatbot, which located their grammar and pronunciation errors. The subjects’ grammar and pronunciation accuracy increased, and their oral performance was significantly improved. In addition, the chatbot was positively perceived by most participants. This study suggests that this chatbot could be one useful learning tool for after-class oral practice and that students might significantly improve their grammar and pronunciation through conversational practice with this chatbot.
{"title":"Using a Smartphone-based Chatbot in EFL Learners' Oral Tasks","authors":"","doi":"10.4018/ijmbl.299405","DOIUrl":"https://doi.org/10.4018/ijmbl.299405","url":null,"abstract":"Large class sizes significantly limit EFL (English as a Foreign Language) learners' speaking opportunities in class, and it is also quite difficult for them to have a regular language partner if they want to practice English after class. Microsoft Xiaoying, a chatbot available on smart phones, offers EFL learners a virtual partner for them to conduct conversational practice with, and engage in language learning anytime and anywhere. This study evaluates 50 EFL learners’ accuracy, errors, and improvements in oral tasks during 28 days of training employing this chatbot, which located their grammar and pronunciation errors. The subjects’ grammar and pronunciation accuracy increased, and their oral performance was significantly improved. In addition, the chatbot was positively perceived by most participants. This study suggests that this chatbot could be one useful learning tool for after-class oral practice and that students might significantly improve their grammar and pronunciation through conversational practice with this chatbot.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45322523","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}
In an integrated, dynamic and ever changing world, it is imperative that students are able to transition between jobs irrespective of qualifications. Studies show that graduates are inadequately prepared for the working world. In an attempt to address this need a postgraduate certificate course was redesigned to follow a constructionist approach integrated with mobile technology. Data was collected from 2 learning designers and 29 students, forming a qualitative study. An evaluation of the activities and learning survival skills in the course was done using the Technology Integration Matrix (TIM). The results indicated that technology was integrated on various levels and students achieved a multitude of skills, making them more confident in their use of technology. Feelings of anxiety, incompetence and resistance were transformed to resilience, motivation and comfort. The art to address graduate preparedness for work lies in effective course design and a constructionist forward thinking approach to learning.
{"title":"Promote Learning Survival Skills through Technology Integration in Course Design","authors":"","doi":"10.4018/ijmbl.302240","DOIUrl":"https://doi.org/10.4018/ijmbl.302240","url":null,"abstract":"In an integrated, dynamic and ever changing world, it is imperative that students are able to transition between jobs irrespective of qualifications. Studies show that graduates are inadequately prepared for the working world. In an attempt to address this need a postgraduate certificate course was redesigned to follow a constructionist approach integrated with mobile technology. Data was collected from 2 learning designers and 29 students, forming a qualitative study. An evaluation of the activities and learning survival skills in the course was done using the Technology Integration Matrix (TIM). The results indicated that technology was integrated on various levels and students achieved a multitude of skills, making them more confident in their use of technology. Feelings of anxiety, incompetence and resistance were transformed to resilience, motivation and comfort. The art to address graduate preparedness for work lies in effective course design and a constructionist forward thinking approach to learning.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44799028","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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