基于C/S架构的移动学习系统的设计与实现

移动学习具有传统教学所欠缺的一些特性,对于丰富教学手段具有重要意义。文章根据移动学习的相关理论,设计了基于C/S架构的移动学习系统的技术方案,分析移动学习系统的逻辑过程、技术架构、开发与运行环境及功能模型,结合UML类图详细阐述了系统功能模块的实现方法,并通过系统测试验证了系统功能的正确性。基于C/S架构的移动学习系统实现了移动学习的一般过程,能够推动移动学习的开展。     

基于EMDBS的移动学习系统的研究和设计

通过对嵌入式移动数据库关键技术的分析,结合移动学习的具体情况,提出了一种基于EMDBS的移动学习系统,对该系统的开发架构和每个模块的功能实现进行了描述,并把缓存技术应用到系统的移动终端,从根本上解决了移动学习中移动灵活性不够的问题和网络断接的现象.     

基于WLAN技术的移动学习终端的设计与应用

移动学习的兴起为实现人类终身学习提供了可能。文章介绍了WLAN技术在移动学习领域的应用,利用嵌入式系统技术和无线网络技术,构建了一种移动学习终端的设计模型,为移动学习平台的开发提供参考。     

基于WAP的移动学习设计与实现

阐述移动学习的定义,说明移动学习的特点及优势;对移动学习平台的体系结构和功能模块进行设计,探讨了系统实现的关键技术。     

基于Android平台的干部移动学习系统的设计与实现

为满足学员干部的移动学习需求,设计实现一个基于Android平台的干部移动学习系统,分析系统总体架构,提出系统操作流程,对系统关键功能模块进行研究,给出系统测试和运行结果。学员可以使用Android系统的手机和平板电脑等移动终端登录系统、查询资料、学习课件和在线考试等。该系统的设计与实现为干部移动学习提供一种新的途径。具有一定的实用和参考价值。     

基于Pocket PC的移动学习平台及其关键技术研究

本文设计和实现了基于Pocket PC的移动学习平台,讨论系统开发中的关键技术问题.系统支持交互式学习和非交互式学习,以C#实现,并在一家国内领先的提供移动学习服务的公司的实施中取得了成功.     

关于移动学习系统的开发与研究

随着科学技术的不断发展,移动通信技术也得到了越来越快的发展,从而诞生出移动学习这一服务.移动学习可以依靠移动设备与移动网络进行知识的学习,这一系统的开发与应用使得很多人的学习不会再受到空间和时间的约束,从而实现了随时随地都能进行知识的学习.对移动学习系统的开发与研究进行了详细分析.     

深度学习理论视角下的移动学习推荐系统的设计和研究

计算机技术和通信技术的迅猛发展,促使移动教学和深度学习在教育领域成为新的研究热点。首先阐明了深度学习的内涵和特征,并依此为理论基础,研究和探讨了深度学习在移动推荐系统中的应用,实现移动推荐系统的设计。     

基于SCORM的移动学习资源结构设计与实现

构建移动学习系统离不开移动学习资源的建设。在移动学习资源建设中,为了把低水平的学习资源整合成为高水平、可共享的教学单元,采用案例分析法,通过借鉴SCORM标准,并结合移动学习资源的特点,提出了基于SCORM内容模型的移动学习资源的结构设计与实现方法。     

基于移动终端的混合式学习系统分析与应用

本文在阐述了移动学习、混合式学习、公众平台、MOOC、翻转课堂等重要概念及理论基础上,重点围绕现代教学对泛在学习环境的需要,开展移动端混合式学习平台研究的各项工作。首先是在多重理论基础上探讨基于移动端的混合式学习系统的现状;其次完成对基于移动终端的混合式学习系统的功能规划和业务流程分析;最后,以电子商务概论课程为例完成对基于移动终端的混合式学习系统的设计与实现,并对其进行功能测试,基本实现了视频和课件资料下载、教学助手、随堂测验、课上讨论和课下答疑。     

Do learners’ characteristics matter? An exploration of mobile-learning adoption in self-directed learning

This paper aims to identify individual characteristics that motivate learners to use mobile-learning. It sheds light on our current knowledge by a) examining an m-learning adoption model which accounts for learners’ characteristics (learning style and personal innovativeness) in addition to previously studied mobile platform characteristics and b) considering the context in which learning occurs (formal and informal). A framework has been introduced and empirically tested. Results suggest that individuals’ learning style and perceived playfulness influence m-learning usage in both learning situations; while performance expectancy and personal innovativeness are only influential in specific learning contexts. This study highlights the role of learners’ characteristics in m-learning adoption and emphasizes the importance of distinguishing between various types of m-learning. This multi-disciplinary research enriches m-learning literature and offers practical implications for educators using mobile technologies as well as developers of virtual learning platforms.     

Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach

Mobile devices could facilitate human interaction and access to knowledge resources anytime and anywhere. With respect to wide application possibilities of mobile learning, investigating learners’ acceptance towards it is an essential issue. Based on activity theory approach, this research explores positive factors for the acceptance of m-learning systems. In the research, we developed an m-learning system for learners’ knowledge management and invited 152 participants who knew how to use the m-learning system then report on their experience. The results show that enhancing learners’ satisfaction, encouraging learners’ autonomy, empowering system functions, and enriching interaction and communication activities have a significant positive influence on the acceptance of m-learning systems.     

A development of learning widget on m-learning and e-learning environments

This article describes the development of learning widget on m-learning and e-learning environments. A widget is a small, simple and useful application supporting user-oriented contents. The user may select and install widgets that are convenient as well as an auto-updating application including weather or calendar. These widgets are especially more useful, because they are able to be installed on a mobile device, a website or a desktop computer. If we take advantage of widgets for education, we may use this learning tool for delivering and pulling learning contents, essences of lessons or word learning. To that end, we developed an effective learning widget and then verified its usability, usefulness and effectiveness for m-learning and e-learning. That is, we evaluated the learning widget with a heuristic evaluation method. We identified 72 interface problems by using a set of 10 usability criteria or heuristics. In addition, we considered how to design the learning widget with consideration given to devices on m-learning and e-learning. Moreover, we experimented by conducting a pilot test with 34 students, a field test with 60 teachers and technology acceptance model (TAM) analysis with 15 teachers. We verified the effectiveness and usefulness of learning with a questionnaire, a quiz and TAM, where the subjects, after using the learning widget in real learning activities, rated the widget's efficacy. The result shows that the learning widget is useful for m-learning and e-learning environments.     

Factors propelling the adoption of m-learning among students in higher education

University students seem primed for mobile learning (m-learning) given their affinity with technology and the ubiquity of mobile computing devices on campuses. However such conditions do not necessarily guarantee their readiness for m-learning. For m-learning to thrive in higher education, it is crucial to understand the factors propelling its adoption. Accordingly this study uncovers factors that drive the adoption of m-learning among university students. Using a mobile learning readiness model based on the Theory of Planned Behavior, data was collected from 900 undergraduates in a local, public university in Malaysia. Partial least squares analysis revealed that all three constructs of attitude, subjective norm and perceived behavioral control significantly influenced students’ intention to adopt m-learning. These three constructs were significantly predetermined by their respective external beliefs components. In fostering m-learning adoption among students, more emphasis should be expended to capitalize on subjective norm and improve perceived behavioral control.     

An Adaptive Caching Strategy for m-Learning Based on SCORM Sequencing and Navigation

One of the main problems encountered in the usage of mobile devices as a learning platform is the presence of an impermanent network environment due to insufficient coverage or link failure in wireless communication. On the other hand, a persistent connection is usually offered by cellular phones using a telecommunication protocol, but with a relatively weak computing power and very limited network bandwidth which makes m-learning a time-consuming process. Moreover, learning contents are currently composed of various multimedia resources that induce long latency to display on handheld devices such as smartphones with GPRS. Recently, a lot of m-learning systems and contents have conformed to the Sharable Content Object Reference Model (SCORM) since it was introduced by ADL in the late 90s. The Sequencing and Navigation (S&N) specification is an important part of SCORM. S&N is defined to prescribe the intended student learning sequence by instructors. In this paper, we propose an adaptive course caching strategy based on the S&N specification in an m-learning environment. The system automatically switches to the corresponding course caching strategies, namely, the virtual memory management (VMM) mode and caching on disk (COD) mode, according to the current networking capability. The proposed mechanism is implemented on an m-learning system—Pocket SCORM—which received the 2005 Brandon Hall Excellence in Learning Award in the USA. Our simulation and experiments demonstrate that the proposed course caching strategy ultimately reduces the latency during the learning process and decreases the requests for Internet reconnection.     

Mobile learning: A framework and evaluation

Wireless data communications in form of Short Message Service (SMS) and Wireless Access Protocols (WAP) browsers have gained global popularity, yet, not much has been done to extend the usage of these devices in electronic learning (e-learning). This project explores the extension of e-learning into wireless/handheld (W/H) computing devices with the help of a mobile learning (m-learning) framework. This framework provides the requirements to develop m-learning applications that can be used to complement classroom or distance learning. A prototype application was developed to link W/H devices to three course websites. The m-learning applications were pilot-tested for two semesters with a total of 63 students from undergraduate and graduate courses at our university. The students used the m-learning environment with a variety of W/H devices and reported their experiences through a survey and interviews at the end of the semester. The results from this exploratory study provide a better understanding on the role of mobile technology in higher education.     

The impact of m-learning technology on students and educators

This paper addresses the notion of the impact of mobile learning technology from the learner’s as well as educator’s point of view. The authors have outlined the application of the e-learning in smart classes, which is followed by a similar argument with regard to the m-learning technology. This is followed by a statistical evaluation of the m-learning which through multiple surveys is conducted among the undergraduate and postgraduate students as well as the academics. In conclusion, the outcomes of these surveys are presented in graphical forms that highlight the merits and demerits of the m-learning technology.     

Extending UTAUT2 toward acceptance of mobile learning in the context of higher education

Universal Access in the Information Society - The use of smartphones as a learning tool in education is on the rise, causing a rapidly developing use of mobile learning (m-learning) in both...     

基于移动学习的药学实验教学系统

为了把移动学习应用在药学类实验课程的教学过程中,分析药学类实验课程教学的现状和特点,在对实验课程与移动学习相结合的教学需求调查基础上,设计并开发一套基于Web Service技术,以Android为主要实现平台的药学实验移动教学系统。通过在药学类实验课程中有机化学实验报告的具体应用,验证移动学习理念及技术应用在药学类实验教学的可行性。     

Using RSS to support mobile learning based on media richness theory

With the rapid development of mobile technologies, mobile learning has become a new trend in education. A better understanding of how to effectively use communication technologies to improve mobile learning is important. The purpose of this paper is to evaluate the media richness of various message delivery methods in the proposed m-learning environment based on media richness theory. Regarding the implications of the media richness theory, this study has identified four factors to evaluate a content in respect to the media richness among SMS, Email, and RSS: timeliness, richness, accuracy and adaptability. By the repeated-measures one-way ANOVA analysis, the results show that: (1) SMS has better performance than Email and RSS on content timeliness; thus SMS may be appropriate for immediate information delivery such as notifying or reminding of some time-sensitive matters; (2) Email has better performance than SMS and RSS on content richness and so may be applied in exhaustive information delivery; (3) RSS has better performance than SMS and Email on content accuracy and adaptability; thus RSS is more appropriate for supporting various front-end mobile devices to access and present the content in a mobile learning environment. According to the results, this study suggests developer and designer of an m-learning environment could adopt suitable information delivery medium to support the corresponding learning activities in a mobile learning environment; moreover, current general e-learning systems, particularly those intending to provide a mobile learning environment, can take advantage of RSS techniques to support mobile access and achieve the goal of mobile learning anytime and anywhere.