Learn Mode平台融入大學課堂學習活動之設計與發展及學習者行動學習接受度之探討—舉教育科技概論課程為例

This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education.

This research investigates how organisations where e-learning is already firmly established experience the adoption of mobile learning. Drawing on responses from training managers and sales and service staff, it investigates key aspects of mobile learning, as understood in organisations; how they perceive the relationship between mobile learning and e-learning provision; their key objectives for deploying mobile learning; and the dynamics of mobile learning practice as it is emerging. The project uses a multi-case study methodology with data collected from three corporate organisations in different sectors (healthcare, computing, and financial services). In each case, data is drawn from interviews with training managers and questionnaire responses from sales and service staff. Sharples’ framework for mobile learning, which focuses on the mobility of learners and learning as ‘conversations’, forms the analytical basis for the study. Three case reports are first presented, and then a cross-case analysis is conducted to draw out points of commonality and difference between the cases. My findings show that mobile learning is understood in the organisations through the lens of e-learning: while the two are not perceived as the same thing, the relationship is perceived to be close. While some barriers to adoption are technological, most concern social factors (stakeholder resistance and lack of leadership support). There is also a lack of use of collaborative aspects of mobile learning in emerging practices, even though respondents were aware that such possibilities existed. Most importantly, actual practices of mobile learning are driven more by the organisations’ business needs and how they have previously used e-learning, rather than their specific perceptions of mobile learning. The work contributes to existing research on mobile learning in the corporate sector (especially the perceived advantages and effectiveness of mobile learning, and challenges in adopting it), and in particular, the influence of context (social factors) on integrating mobile learning in organisations.

Purpose – One of the biggest problems in the e-learning distribution process is the lack of quality content and learners' discredit in e-learning content. In order to respond to the various demands of the corporate education field appropriately, it is necessary to search for directions of new e-learning models that are out of traditional e-learning contents. The purpose of this study is to identify recent trend issues related to corporate e-learning and to suggest directions for development. Research design, data, and methodology – Based on the literature review, trend issues that should be considered important in corporate e-learning were derived. Online survey was conducted to evaluate the importance-feasibility of each issue to 13 experts on e-learning and corporate education. The contents of the questionnaire are as follows: 1) recognition of importance and feasibility of trend issues to be considered important in the future corporate education field; 2) factors to be considered in developing future e-learning contents. Results – Six trends derived from a comprehensive literature review. The most important e-learning trends for corporate education field were 'mobile learning', 'micro learning', 'blended learning', 'social learning', 'adaptive learning', ‘engaged learning'. As a result of evaluating the importance and feasibility of each issue, experts point out that 'mobile learning' and 'micro learning' should be actively considered for introduction and utilization at present. In addition, 'social learning' and 'blended learning' need to be actively considered in the near future. On the other hand, experts recognized that 'adaptive learning' and 'engaged learning' need to be prepared from a long-term perspective. Conclusions – There are two main reasons for this result. First, in corporate e-learning, it is important to 1) be able to update on time, 2) the connection with the workplace is important. Second, it requires realistic verification of the expected performance of the learning model. To be considered part of the future are as follows: First, the value and effectiveness of the new e-learning type should be studied. Seconds, e-learning contents should be developed through adopting SAM or Agile methodology. Through this process, we would be able to enhance the quality in e-learning content.

With the popularity of the Internet, the progressively extend of the wireless network and the enhance of the mobile devices technology. Let everyone can catch the information convenient and unlimited. For this reason, the concept of mobile learning (M-learning) has produced that combines the both meanings of digital information and mobile. In this study, the mobile learning will be as the way of innovation instruction, combine with the characteristics of E-learning and mobile technology together, and use the mobile devices and wireless network which can break the limitation of time and space to learning anywhere and all the time, all in all, it can interactive between teachers and peers instantly This study aims to understand when the mobile learning implements in the school, the planning of executive team, teachers’ instruction design and students’ learning efficiency has changed or not. And it aims to analysis the students who has experimented by mobile learning to evaluate their performance has changed or not. By showing this example can let other schools reference this result to implement the mobile learning experiment and instruction design. 1.When the School is promoting the project of mobile learning, the planning of executive team need to considerate of the integration of three aspects among people, things, and objects to be division of specialization. 2.The mobile learning has the characteristics of mobility, convenience, immediate and the other, so, it not only changes the mode of teacher’s teaching, but also innovatives the methods of instruction . 3.According to the needs of teaching, combined with many varieties of suitable APPs,it makes the teaching become more meaningful. 4.After the students receive the project of mobile learning, altough their learning interests and learning attitude have improved greatly, their learning efficiency has no differences significantly.

The aim of this study was to investigate the effect of adopting a Massive Open Online Courses (MOOC) as primary supplementary material in blended learning classroom on Taiwanese university EFL learners’ English proficiency levels. The study utilized pre- and post-tests of English proficiency, specifically the Test of English for International Communication (TOEIC) by Educational Testing Service (ETS), learners’ learning experience and learners’ satisfaction. In this study, thirty EFL learners at a private university in Northern Taiwan participated in a year-long paired-group study, first under blended learning environment while adopting a MOOC as primary supplementary material and followed by traditional face-to-face learning, with each learning mode lasting one semester. All participants were computer science and information engineering majors with intermediate English proficiency based on university placement exams. During the first semester (Fall 2013), consists of EFL learning via the blended mode of teaching, which partially incorporates student-centered learning utilizing Coursera education platform. While The second semester (Spring 2014), traditional learning mode the course is comprised of EFL instruction in the traditional way, i.e., teacher-fronted instruction and in-class assignments with textbook materials. Several scholars have suggested that instead of replacing courses at higher education institutions, blended learning with the asynchronous distance learning capabilities of MOOCs could enhance the course content and increase learning proficiency. This paper investigated on such exploration, wherein implementing the online learning experience into English for specific purposes (ESP) course at a private university in Northern Taiwan. This research explained to further understand the implications of blended learning at the tertiary education level in Taiwan. The investigator sought a comprehensive approach to the examination of the blended learning model by utilizing three different sections: students’ learning progress, student’s’ learning satisfaction and students’ learning perspectives. Within-group comparison of the students’ mean scores of the pre- and post-test examinations provided the quantitative assessment of learning progress, while open-ended questionnaire responses and interviews provided the qualitative data comprising the students’ perspective. This research provided a blended learning approach whereby there was a mixture of face-to-face and online learning activities where students would integrate the information and data gathered from both platforms to improve on their learning techniques. The result revealed that the improvement of academic performance and learning satisfaction was attributed to the fact that with the MOOCs assistance, students could study their course materials at their own pace and designated time either at home or in their dormitory rooms. Blending MOOC technology integrates synchronous and asynchronous learning tools that transform and improve the education system and provide room for enforcing learners’ active, autonomous, collaborative, interactive and effective learning techniques.

Orientation and Mobility is a uniquely crafted pedagogical practice blending specific microteaching skills to enable students with vision impairment to achieve functional interpretation of extra-personal and peri-personal space. Linked to student wellbeing, social participation, employment and self-determination, Orientation and Mobility is a cornerstone of equity and access for students with vision impairment. Despite this, in mainstream primary education little is known about Orientation and Mobility learning and teaching and how it aligns with the Australian Curriculum. Orientation and Mobility learning and teaching is examined from the perspectives of three female primary school students with vision impairment, a parent, a teacher, the researcher, and a panel of Orientation and Mobility specialists. These perspectives are interwoven with a detailed reflexive interrogation of the Orientation and Mobility lessons over one school semester within the contexts of the Far North and North Queensland Department of Education regions and the Australian Curriculum. This study explores how one Queensland Orientation and Mobility teacher, the researcher, explicitly communicates nonvisual, visual, tactile, and auditory concepts to primary school students with vision impairment. Drawing on Bronfenbrenner's bioecological systems theory, the Orientation and Mobility learning experiences are captured through an interpretative methodology comprising narrative inquiry and autoethnography, both underpinned by hermeneutic phenomenology. Insider researcher data are gathered from semi structured interviews, online panel responses, and audio recordings of the Orientation and Mobility lessons. Autoethnographic field notes, document materials, and reflexive teaching journals are used to support the thematic and discourse analysis. Results confirm that for the non-expert participants there was a substantial lack of awareness of the impact of vision impairment on learning and development, and the potential contribution of Orientation and Mobility. Systemic and cultural barriers to equitable inclusive education for these North and Far North Department of Education students with vision impairment were uncovered. Orientation and Mobility learning and teaching was clearly shown to overlap with and embed content from the Australian Curriculum. A key finding was the isolation of a core set of micro-teaching skills pertinent to Orientation and Mobility learning and teaching. These skills were identified as: Orientation and Mobility teacher attention to dialogic language and feedback, extended interaction wait times, and shared attention to spatial and contextual environments within the Orientation and Mobility lesson. As this skill set can be used to design Orientation and Mobility learning and teaching experiences that explicitly scaffold the development of non-visual, visual, tactile, auditory, and kinaesthetic pre-cursor concepts, it was given the appropriated name of practice architecture. An important practical outcome of the research was the formulation of an ontogenetic model of Orientation and Mobility learning and teaching. This model, which closely follows the natural development of each student with vision impairment, may serve as a tool that enables teachers to more systematically chart the biophysical attributes of the student with vision impairment. It thereby provides a learning and teaching framework for designing interactions with students with vision impairment. The ontogenetic framework has the potential to facilitate greater integration of what–and–how learning occurs in Orientation and Mobility with what–and–how learning might occur in the regular classroom.

This research will leverage off the popularity of emerging technologies with young people to identify (mobile) learning practices that produce positive experiences for students. The research will take place and be guided by a learning environment that adheres to tikanga Māori practices. The expectations and mobile learning experiences of tutors and students will be obtained; this data will then be analysed to construct a mobile learning model that adheres to the needs of students within tikanga Māori learning environments. Adaption of a tikanga based teaching and learning philosophy for the development of formal mobile learning is being used as a basis for professional development and learning design. It is anticipated that a mobile learning framework that can produce positive teaching and learning experiences will contribute to improving educational outcomes for Māori and other students.

The incredibly rapid development of information technology and the pandemic, which began in 2019, led to the transition to distance learning and made the problem of modernizing of the education system relevant. Modernization in Ukraine is taking place, among other things, in the development of mobile learning, which, thanks to such a global phenomenon as the Internet, makes it possible to use it in higher education. The article is devoted to determining the features of the use of mobile learning in foreign language teaching. The advantages of using electronic mobile technologies in the educational process are indicated. Possibilities of application of mobile devices in the course of preparation of experts of various specialties are revealed. The aim of the study is to explore the possibility of using mobile learning technologies for students to learn different specialties of one of the basic language skills, namely listening. The objectives of the study are the analysis of modern forms, methods and means of teaching a foreign language using, their selection and experimental verification of the effectiveness of their use. The object of research is the process of teaching a foreign language to students of non-philological specialties. The analysis, generalization and systematization of research on the problem of learning a foreign language in higher education through multimedia tools, experimental implementation of multimedia technologies, including mobile learning, in the process of learning a foreign language for professional purposes. The results of the study will be summarized to write recommendations for the implementation of mobile foreign language learning for future professionals. It is pointed out that the motivation of students to learn a foreign language in distance learning increases significantly due to the individualization of learning, which takes place with the help of mobile technologies. It has been established that mobile technologies can be recognized as the main means of learning that allow students to use them as a means of accessing educational materials contained on the Internet, anytime and anywhere. Key words: foreign language, learning technologies, mobile learning, podcasts, listening

Aim/Purpose: This study aims to analyze the cognitive load experienced by secondary school students in Biology within m-learning environments and its impact on learning performance. Background: Cognitive load has become a critical issue that schools need to address to ensure students can excel in their learning without being overwhelmed. While principles for reducing cognitive load have been extensively discussed in previous research, studies focusing on mobile learning (m-learning) for Biology among students in Malaysia remain limited. This study employed Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) to address this gap. By integrating four key principles—segmenting and pretraining, modality, redundancy, and seductive details—into m-learning tasks using the Successive Approximation Model (SAM1), this study aimed to reduce cognitive load and enhance students’ learning performance. Methodology: This study employed a quantitative approach using a randomized pre-test/post-test quasi-experimental design. Students were randomly assigned to either an intervention group (20 students) or a control group (18 students). The study was conducted over four weeks, comprising a three-week intervention period with a one-week interval. Statistical analyses, including independent t-tests, Mann-Whitney U tests, Quade ANCOVA, and Pearson correlation, were used to analyze the quantitative data. Qualitative feedback was analyzed using thematic analysis. Contribution: This study contributes by providing instructional design strategies that incorporate principles for reducing cognitive load in mobile learning for Biology. It also demonstrates how Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) can be effectively integrated. By examining the cognitive load experienced by secondary school students in m-learning environments, the study offers valuable insights for designing and implementing effective instructional strategies. Identifying the factors influencing cognitive load enables educators to develop targeted interventions that enhance learning experiences and optimize performance. Findings: The study indicated that the adoption of mobile learning tasks not only significantly reduced cognitive load but also corresponded to enhanced learning performance. Participants engaging in m-learning experienced lower cognitive load, which was positively associated with superior performance in learning tasks, emphasizing the beneficial impact of mobile learning on cognitive load management and academic achievement. Recommendations for Practitioners: Educators and instructional designers are encouraged to incorporate cognitive load principles into their instructional strategies and learning material design to enhance student performance. Policymakers should consider similar strategies to reduce the cognitive load for students in educational settings to improve learning outcomes. Recommendation for Researchers: Researchers are encouraged to replicate the design elements used in this study when developing mobile or online learning materials to reduce learners’ cognitive load and enhance their performance. They should also consider expanding this research to other topics, subjects, and educational levels to provide further insights and validate the effectiveness of these design elements across different contexts. Impact on Society: The findings of this study have significant implications for society, particularly in addressing mental health and stress issues among the younger generation. By identifying strategies to manage cognitive load and reduce stress in online learning environments, the study provides valuable insights for educators, parents, and policymakers. These strategies can help mitigate the adverse effects of cognitive overload, improve learning experiences, and promote better mental well-being. Additionally, the study’s recommendations can guide the development of more effective and supportive learning environments, contributing to overall societal well-being and academic success. Future Research: Future studies could explore cognitive load beyond the intrinsic and extraneous components focused on in this study, examining additional elements within the frameworks of cognitive load theory and multimedia learning. In addition to using the cognitive load questionnaire, exploring other measurement tools could ensure a more comprehensive understanding of cognitive load. Future research might also consider enriching mobile learning tasks by diversifying subject matter and conducting longitudinal cohort studies. Such studies could provide valuable insights into memory retention over extended periods, aiding in optimizing mobile learning frameworks and enhancing educational experiences.

This qualitative phenomenological study was designed to gain an in-depth understanding of the perceptions and lived experiences of information and communications technology teaching faculty and engineering teaching faculty in higher education institutions (all participant and institutional names herein are pseudonyms) who adopt and implement Mobile Technology Enhanced Learning. The theoretical framework was based upon innovation research and informed by applying Rogers’s Diffusion of Innovation and Wenger’s Communities of Practice theories. Purposeful sampling was used to target twelve information and communications technology and engineering teachers in Ireland and the United Kingdom who utilised a variety of mobile devices across multiple platforms to enhance teaching and learning. Using phenomenological reduction to analyse data gathered through in-depth, semi-structured interviews, observations, and an online focus group, the study revealed several overarching lessons. Participants experienced feelings of frustration, anxiety and uncertainty due to inadequate and obsolete mobile tools, issues with unreliable technical infrastructure and wireless networking connectivity, and time constraints arising from a sharp learning curve. Participants felt many higher education institute executives need to consult teachers when formulating and implementing an adoption strategy as they perceived a lack of appreciation by many higher education institute executives of their needs for successful adoption and implementation. Participants clearly required significantly more mobile Technology Enhanced Learning focused pedagogies. Learning about mobile Technology Enhanced Learning was mostly personal, predominantly through informal discussions but also professional learning communities of practice. Participants also required more collaboration and networked learning and practically focused continuing professional development and the associated time to acquire it. Participants perceived increased learner collaboration, global communication, motivation, engagement and achievement, and larger number of resources and improved teaching. Most significantly, teachers recognised the superior ability of mobile Technology Enhanced Learning to convey information and communications technology and engineering concepts to learners and consequently improved attrition rates. Keywords: Communities of Practice, CPD, Diffusion of Innovations, learner, mobile learning, mobile technologies, mobile TEL, PLC, teacher, technology adoption, technology enhanced learning, technology implementation, TEL.

The Comparative Study and Development of Teaching Competency Standards in Higher Education Level Between Faculty Members and Senior Students Among 6 ASEAN Universities Under MOU.

Teaching with mobile devices in classroom settings are complex tasks as they are applied in real-time. Little is known about expert teachers mobile learning practices and how they overcome time management challenges to ensure deep learning. This thesis examines mobile learning activities of expert teachers in primary school classrooms. The study identifies two key teaching-learning practices. Namely, simple and complex activities that supports successful integration of mobile devices. The study contributes to knowledge in practice, theory and policy by promoting better understanding of interactions between teacher, students and mobile technologies.

With the growing use of technology in medical education, a framework is needed to evaluate learners' and educators' acceptance of these technologies. In this context, the Technology Acceptance Model (TAM) offers a valuable theoretical framework, providing insights into the determinants influencing users' acceptance and adoption of technology. This review aims to systematically synthesize the body of research in medical education that uses the TAM. An electronic literature search was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach in February 2024 on the Embase, MEDLINE, PsycINFO, PubMed, and Web of Science databases, yielding 680 articles. Upon elimination of duplicates and applying the exclusion criteria, a total of 39 articles were retained. To evaluate the quality of the study, the Medical Education Research Study Quality Instrument score was calculated for each analysis with a qualitative component. Studies using TAM in medical education began in 2010, with the model's application relatively rare up to 2016. Most of the studies were quantitative, operationalizing the TAM as a survey instrument, but it was also used as a research framework in qualitative data analysis. Structural equation modeling, descriptive analysis, and correlation analysis were the most common data analysis approaches in the studies. E-learning and mobile learning were the predominant learning interventions explored, but there were indications that novel learning technologies such as augmented reality, virtual reality, and 3D printing were being investigated. The study's findings reveal an expanding scholarly engagement with using TAM in medical education. Although the TAM has been mostly used as a survey instrument, it can also be adapted as a qualitative research framework to analyze data. This systematic review provides a foundation for future research to understand the factors influencing users' acceptance of technology, especially in medical education.

This paper reviewed research studies published on the topics related to mobile learning and investigate its trends. One hundred and five articles were selected based on a set of criteria. The contents were then analyzed, and results were summarized to highlight the key findings. The review revealed that there was an increase of mobile learning research studies being published, compared to two previous similar studies. However, comparable themes appeared: (1) the importance of strategic planning and implementation of mobile learning; (2) the need for effective instructional designs; and (3) mobile technology still has limitations. The conclusions of the findings may provide researchers or any interested educators with more information on the trends in mobile learning.

Abstract. The study assessed teachers’ classroom management strategies, the level of teachers' classroom instructional tasks and determined the effect on students’ academic performance, and further examined the constraints in classroom management in secondary schools in Akure South Local Government Area of Ondo State, Nigeria. Descriptive survey and ex post facto research designs were adopted. Five research questions and two hypotheses were formulated to guide the study. The sample consisted of 854 respondents, made up of 560 students, 280 teachers and 14 principals selected from 14 secondary schools using simple random sampling technique. Data were collected using “Teachers’ Classroom Management Strategies Questionnaire” (TCMSQ), and “Students’ Academic Performance Proforma” (SAPP). Data were analyzed, using percentage, mean score and Pearson Product Moment Correlation Coefficient at alpha level of 0.05. Findings showed significant relationship between teachers’ classroom management and students’ academic performance (r-cal = 0.307, p<0.05), and significant relationship between teachers' instructional tasks and students' academic performance (r-cal=0.689, p<0.05), while teachers were effective in classroom management strategies as reflected in preparation of lesson notes (71.4%), communication skill (63.6%), students’ motivation (62.5%), group interaction (71.4%) and exemplary behaviour (64.3%). The major constraints faced by teachers were excessive workload (56.4%), ill-equipped laboratory (57.9%), ill-equipped library (63.6%), shortage of instructional materials (64.3%), lack of students’ learning materials (64%) and congested class size (75%). Based on the findings, it was recommended that the Government should employ adequate number of qualified teachers to reduce instructional workload to manageable level. Also, Government in collaboration with the Parents - Teachers Association and other Development Partners should provide adequate learning facilities and materials that would improve classroom management and students’ learning outcome in secondary schools. Keywords. Classroom management, Technique, Facilities, Instructional materials, Learning outcome. JEL. H52, H75 I21.