{"title":"移动教学设计对学生远程学习感知的影响","authors":"Sevinç TAŞ, Ayşe YAVUZ","doi":"10.51383/ijonmes.2023.282","DOIUrl":null,"url":null,"abstract":"Learning through mobile applications has become more relevant as mobile tools have evolved. The COVID-19 outbreak that spread across the globe in 2019 promoted to a brief period of distance learning. The purpose of the study was to investigate how the students' perceptions of distance learning were affected by the use of a mobile application designed for a seventh-grade mathematics course. The research was performed using quasi-experimental design. The study was conducted in the distance education process with 7th grade students studying in a secondary school in the 2020-2021 academic year. The mobile application was used to deliver the instruction to the students in the experimental group, whereas the control group received instruction based on the textbook. To collect the data for the study, Yıldırım et al. (2014) designed the \"Student Opinions Scale for Distance Education\". T-tests were used to assess the data for dependent and independent samples, respectively. The study revealed a substantial difference in the post-test results of the students in the experimental and control groups. It was discovered that there was no significant difference between the pre and posttest scores of the control group students' opinions on distance education and that there was a substantial increase in the experimental group students' attitudes on distance education between the two assessments. According to the findings, it has been suggested that by creating mobile applications in various ways and including them into the distance learning process, the impacts of using them for mathematics classes on distance learning can be studied.","PeriodicalId":495251,"journal":{"name":"International journal of modern education studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effect of Mobile Instructional Design on Student Perception of Distance Learning\",\"authors\":\"Sevinç TAŞ, Ayşe YAVUZ\",\"doi\":\"10.51383/ijonmes.2023.282\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Learning through mobile applications has become more relevant as mobile tools have evolved. The COVID-19 outbreak that spread across the globe in 2019 promoted to a brief period of distance learning. The purpose of the study was to investigate how the students' perceptions of distance learning were affected by the use of a mobile application designed for a seventh-grade mathematics course. The research was performed using quasi-experimental design. The study was conducted in the distance education process with 7th grade students studying in a secondary school in the 2020-2021 academic year. The mobile application was used to deliver the instruction to the students in the experimental group, whereas the control group received instruction based on the textbook. To collect the data for the study, Yıldırım et al. (2014) designed the \\\"Student Opinions Scale for Distance Education\\\". T-tests were used to assess the data for dependent and independent samples, respectively. The study revealed a substantial difference in the post-test results of the students in the experimental and control groups. 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引用次数: 0
摘要
随着移动工具的发展,通过移动应用程序学习变得越来越重要。2019年在全球蔓延的COVID-19疫情推动了短暂的远程学习。本研究的目的是调查学生对远程学习的看法如何受到使用为七年级数学课程设计的移动应用程序的影响。采用准实验设计进行研究。该研究是在远程教育过程中进行的,研究对象是2020-2021学年在某中学就读的七年级学生。实验组的学生使用手机应用程序进行教学,而对照组的学生则根据教科书进行教学。为收集研究数据,Yıldırım et al.(2014)设计了“远程教育学生意见量表”。使用t检验分别对依赖样本和独立样本的数据进行评估。这项研究揭示了实验组和对照组学生在测试后的结果有很大的不同。研究发现,对照组学生对远程教育的态度在测试前和测试后得分之间没有显著差异,实验组学生对远程教育的态度在两次评估之间有显著提高。根据研究结果,有人建议通过以各种方式创建移动应用程序并将其纳入远程学习过程,可以研究使用它们进行数学课程对远程学习的影响。
Effect of Mobile Instructional Design on Student Perception of Distance Learning
Learning through mobile applications has become more relevant as mobile tools have evolved. The COVID-19 outbreak that spread across the globe in 2019 promoted to a brief period of distance learning. The purpose of the study was to investigate how the students' perceptions of distance learning were affected by the use of a mobile application designed for a seventh-grade mathematics course. The research was performed using quasi-experimental design. The study was conducted in the distance education process with 7th grade students studying in a secondary school in the 2020-2021 academic year. The mobile application was used to deliver the instruction to the students in the experimental group, whereas the control group received instruction based on the textbook. To collect the data for the study, Yıldırım et al. (2014) designed the "Student Opinions Scale for Distance Education". T-tests were used to assess the data for dependent and independent samples, respectively. The study revealed a substantial difference in the post-test results of the students in the experimental and control groups. It was discovered that there was no significant difference between the pre and posttest scores of the control group students' opinions on distance education and that there was a substantial increase in the experimental group students' attitudes on distance education between the two assessments. According to the findings, it has been suggested that by creating mobile applications in various ways and including them into the distance learning process, the impacts of using them for mathematics classes on distance learning can be studied.