Mapping primary students’ mobile collaborative inquiry-based learning behaviours in science collaborative problem solving via learning analytics

Class size has been considered as an important factor that influences the efficiency of language education. Research has found that collaborative learning and mobile technologies can help improve learning in large-size classes. Under this context, this paper reports an empirical study of integrating collaborative and mobile learning into English courses offered by a 4-year comprehensive university in China. It first introduces a team-based mobile learning model and then reports its implementation in language education among STEM students in large-size classes. The study reveals both challenges and opportunities for implementing collaborative mobile learning in higher educational classes in China.

The topic includes four main themes: (1) The Collaborative Work in Cloud Storage Services: The collaborative work is seen as a force for the individual and community. It, in the field of education, expresses the interaction among students of individual differences who work within collaborative aims and skills to achieve a specific aim. In addition, cloud storage predicts a tremendous change in the way information is stored and applications are run. That is, instead of storing information and running programs on PCs, everything will be hosted in a cloud that can be accessed anywhere and processed by addition or deletion collaboratively. (2) Computer- supported collaborative learning environment (CSCL): Collaborative learning is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. It is based on the idea that learning is naturally a social act in which the participants talk among themselves. A group of students engaged in collaborative learning works together to achieve shared goals. (3) Mobile learning: Mobile learning is a term that has been used widely in different places all over the world. it has been encouraged to be used in higher education institutions because of a set of factors such as the availability of mobile phones, their ability to motivate students, and the freedom and privacy they provide to share information. Mobile learning is defined as E-learning that uses mobile devices or learning connected to a mobile device, Laouris & Eteokleous. (4) Open-Source Learning Management Systems: The integration of many Educational technologies in education have been widely promoted for their potential to enrich, enhance and extend student-learning experiences. Hence, pioneer educational establishments all over the world try to benefit of these technologies as much as possible to convey knowledge resources to both of the learner and teacher in least time, effort and cost. One of these educational technology tools which has been prominent in the field of education and technology integration is Learning Management Systems known as LMS.

Appears in: EDULEARN19 Proceedings Publication year: 2019Pages: 2067-2077ISBN: 978-84-09-12031-4ISSN: 2340-1117doi: 10.21125/edulearn.2019.0561Conference name: 11th International Conference on Education and New Learning TechnologiesDates: 1-3 July, 2019Location: Palma, Spain

Assessing collaborative problem-solving skills among elementary school students

Mobile learning is gaining popularity as it modifies the conventional definition of teaching and learning by using portable devices. In order to cope with identified limitations of mobile learning, while maintaining its transformational potential of using mobile technology in higher education, we proposed a blended mobile learning environment. In this study, we described the mobile blended learning environment and examined its applicability in theatre arts classrooms by presenting and discussing how mobile devices were used in three blended theatre arts classes at a comprehensive university in Macau. Survey and interview data showed that though challenges exist, the fusion of the multichannel teaching approach (m-learning, blended learning, in class/online lectures) has greatly enhanced teaching and learning experiences.

With regard to the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the twenty-first-century learning practices in teacher education. We will first review the current status of policy frameworks for the twenty-first-century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem-solving skills and strategic learning skills to specify current, rather general claims presented regarding the discussion on twenty-first-century skills. We will also provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills, and the skills to use information and communication technologies in contexts of our previous studies.

In successful mobile learning (ML) integration, factors associated with live-ware, software, and infrastructure are important. The main objective of this study is to investigate and model the influencing factors for learners and teachers at once to adopt ML in higher education. The proposed model consists of five impact factors: teacher, learner, mobile devices, ML tools, ML contents, communication technologies, and higher education institutes. Then the proposed model was implemented using a modified Moodle mobile application and evaluated using 60 teachers and 60 learners attached to the University of Kelaniya, Sri Lanka in 2021. According to the experimental research design approach, the proposed impact model was assessed as pre-test and post-test surveys using seven questionnaires. According to the Pearson correlation coefficient test, the most significant factor for learners and teachers to adopt ML is the mobile device. Learning content and communication technology were elected as the second most significant adoption factors for teachers and learners consecutively. However, higher correlation values were obtained for all factors denoting that they are greatly influenced the participant to adopt ML. The significant influencing factor of each impact factor was also investigated. In conclusion, it was recommended that featured smart devices, quality learning content, user-satisfied communication technology, academic enriched ML tools and higher education institutes with sound educational facilities are crucial for the university community to adopt ML in higher education. These findings help design academic community acceptable ML environments for higher education context.

Practicum of physics in college used as a means to develop the competence of prospective physics teachers. In general, each practicum equipped with a module, where one of the characteristics of the module is adaptive. Adaptive here means the module can adjust to the development of science and technology and is flexible to use. A technology that can be adapted to modules is Augmented Reality (AR). In addition to adaptive, this practicum module is expected to be able to improve students' collaborative problem-solving skills. This development research uses the stages of 4D, Define, Design, Develop, and Disseminate, where from this development a wave practicum module and AR application are obtained. All products made validated by material, media, and learning experts. The product was tested by five groups, three students in a group. The students are physics preserve teacher from the same class. After conducting a field test, it can conclude that the practicum module with adaptive technology can help students to improve collaborative problem-solving.

This paper presents a ubiquitous and mobile MOOC platform to foster lifelong learning. Harnessing the technological affordances of WeChat (a mobile social media app), learners accessed micro-learning activities and received personal learning analysis report on their mobile phones. Premised on activity theory, the mobile MOOC design model spans across five dimensions of intelligent distribution: learning objective analysis, learner persona analysis, platform improvement based on learning analytics, m-learn tool selection and m-learn interactive environment where the latter forms the core of individual and collaborative learning. To investigate learning effectiveness, we analysed the survey data of 117 Shanghai kindergarten, primary and secondary teachers in one mini-lecture. Findings showed that learning satisfaction and learning achievement are highly correlated with the learnability of the learning environment. The integration of a multidimensional activity and multi-scenario model showed great potential to successfully accommodate the complexity and diversity of mobile MOOC learning activities in a ubiquitous-learning environment.

The COVID-19 epidemic has not only triggered a worldwide health catastrophe, it has also affected learning processes all over the world. While COVID-19 was in its initial wave of transmission, educational systems around the world witnessed bitter experiences in the form of the closure of institutes or a shift to distance (or online) learning techniques. The delivery of quality education was affected the most where the educational system was already weak due to the unavailability of effective teachers’ professional development programs and the lack of the integration of technology. This study extends the conventional continuous professional development (CPD) model of in-service teachers adopted in the province of Sindh, Pakistan. The extensions are based on the integration of mobile technology and support for collaborative learning and ongoing assistance, which are missed in the current traditional model. To assess the acceptance and use of the app, an Mobile collaborative learning (MCL) based CPD acceptance framework is designed by combining chosen components from a generally recognized Unified theory of acceptance and use of technology (UTAUT2) and other well-recognized acceptance models for the acceptance and use of the technology. In the context of CPD, a total of 14 constructs have been selected which include performance expectancy; effort expectancy; facilitating conditions; hedonic motivation; mobility; knowledge acquisition; content and information quality; on-the-job support; reward; behavioral intention; engagement; interactivity with peer & experts; self-management and collaborative learning. Based on these constructs; a total of 13 hypotheses were developed with 55 measurement items. A total of 494 teachers participated in a two-week training session using the designed app. Based on the activity, a questionnaire was designed and distributed among the participants using WhatsApp groups during the academic year of 2021–2022. Out of 494 participants; 472 participants correctly filled in the questionnaires, which were selected for analysis. The data was analyzed using IBM SPSS version 21; and, for Structural Equation Modeling (SEM) analysis, IBM AMOS version 21 was used. According to the results, all thirteen hypotheses were found statistically significant showing the positive impact on the acceptance and use of the CPD app. The results of this study promote teachers’ and experts’ engagement and participation in CPD activities which not only improve the knowledge and skills of the learners but also impact their long-term professional development and success. This research may help the teachers’ training and related institutions to make better choices and develop a mobile collaborative learning system for school-based teacher support and training programs. As a basis, this study may also be used in other provinces of Pakistan and beyond to make it a CPD standard.

With the driving of experimental programs of Ministry of Education on the "e-Cainpiis", balance urban and rural digital divide" and "electronie schoolbag" in Taiwan, tbe Web sites and class blogs were set up one after another in primary school. However, all tbe experimental schools of Mobile learning or Ubiquitous learning were centralized in the urban area and a few schools, and tbe disciphne was developed to focus on tbe natural environment, plant learning and foreign language's ¡earning. By using the mobile platform learning system and handheld devices to support community-based learning for elementary school students, we want to combine the community learning issues into a cross-disciplinary integrated curriculum, and that will be able to stimulate the students' learning interest, to promote their positive learning attitude and problem-sohing ability in rural area primary school. W e selected tbe primary scbool students in Min-Hsiung. Cbia-yi County as tbe subjects of this study, This study combines REID technology with PDA device instruments to design an outdoor situated learning system, This system can help the fifth and siitb grade students of primary school use RFID Reader to access organically cultivated pineapple garden and general cultivated pineapple garden of situated learning by self-direction learning. In this study, the method of quasi-experimental research was used. Tbe pre-test and post-test were used to understand tbe learning outcomes of experimental group and control group, The pre-test of two groups have significant difference (t =−2.647. P<.01), but the post-test statistical results found the learning effectiveness between experimental group and control group bave not significant difference (r =−1.536, P>.05). Tbe learning satisfaction of experimental group students is 76% (M = 3.82, SD =.65). These results showed tbat the design of situated learning in mobile learning system can enhance the fifth and sixth grade students learn more effectively, and interest in learning.

Learners consume video-based learning content on various mobile devices due to their mobility and accessibility. However, most video-based learning content is originally designed for desktop without consideration of constraints in mobile learning environments. We focus on readability and visibility problems caused by visual design elements such as text and images on varying screen sizes. To reveal design issues of current content, we examined mobile learning adequacy of content with 681 video frames from 108 video lectures. The content analysis revealed a distribution and guideline compliance rate of visual design elements. We also conducted semi-structured interviews with six video production engineers to investigate current practices and challenges in content design for mobile devices. Based on the interview results, we present a prototype that supports a guideline-based design of video learning content. Our findings can inform engineers and design tool makers on the challenges of editing mobile video-based learning content for accessible and adaptive design across devices.

As the mobile learning becomes a viable learning method, it is a sub-category of E-learning. Mobile learning focuses on the use of wireless Internet access in the classroom and other learning spaces. So students can learn anytime, anywhere in mobile learning environments. And language learning is a cumulative process, it needs repeated practice to enhance memory. There for, mobile learning is very suitable for learning foreign language. The paper analyzes the features of mobile learning and foreign language learning, then discusses the application of mobile learning in foreign language learning.

This paper describes the analysis of collaborative mobile learning activities. We explore the use of learning analytics for the evaluation of the performance of students as individuals and the performance of teams. We argue that traditional metrics used for learning analytics can provide insight with respect to the quality of the activity and the learning outcome. We propose a way to integrate innovative mobile learning scenarios into traditional classrooms and to analyze collaborative learning activities on both the group and the individual level.

This study designed a science course following collaborative problem solving (CPS) processes, and examined the effect on students’ CPS awareness. The Limnic Eruption CPS course was implemented using a Moodle system in a tenth-grade class. Considering the complex and coordinated nature of CPS, in order to improve CPS skills, it is important to identify what are related with the development of all sub-skills of CPS. Thus this study aimed to determine potential factors that affect the use of CPS skills in students’ motivational and behavioral dimensions. Multiple data sources including learning tests, questionnaire feedback, and learning logs were collected and examined by learning analytics approach. The relationships between students’ CPS awareness with their learning motivation and learning behaviors were explored. The research findings indicated a significant positive correlation between CPS awareness and certain learning motivation factors and learning behavior factors. Considering the students’ individual differences in learning abilities, we also compared the results of high and low performance groups. As a result, low performers’ learning motivation and learning behaviors were correlated with the social domain of CPS awareness, while those of high performers were correlated with their cognitive awareness.