Perceptions of learning effectiveness in M‐learning: scale development and student awareness

The purpose of this study is to develop a multi‐dimensional scale to measure students' awareness of key competencies for M‐learning and to test its reliability and validity. The Key Competencies of Mobile Learning Scale (KCMLS) was determined via confirmatory factor analysis to have four dimensions: team collaboration, creative thinking, critical thinking and problem solving, and communication. The research subjects are 815 students from the elementary school that participate in M‐learning programme in Taiwan. The research results show that students have better self‐awareness in team collaboration and creative thinking, but have worse self‐awareness in critical thinking and problem solving. This study also found that there was no significant difference between genders in the KCMLS, but students who study in the schools that committed in M‐learning longer have higher awareness in all dimensions than students who study in the schools that committed to M‐learning in fewer years.     

Creating user‐generated content for location‐based learning: an authoring framework

Two recent emerging trends are that of Web 2.0, where users actively create content and publish it on the Web, and also location awareness, where a digital device utilizes a person's physical location as the context to provide specific services and/or information. This paper examines how these two phenomena can be brought together so that user‐generated content on mobile devices is used to provide informal learning opportunities relevant to a person's location. However, the generative process of such media does not always have much guidance on how or what to create, so the quality of such information can be highly variable. To overcome this, a framework has been designed to guide the authoring of user‐generated content so that it can be used for informal learning about one's immediate surroundings (particularly in an outdoor setting), combining pedagogical aspects with those from human–computer interaction and environmental aesthetics. The framework consists of six dimensions that include aspects such as curriculum area (e.g. science, art), type of communication, use of language/media related to the landscape, knowledge level of content, contextual aspects, and types of interaction. In order to test the framework before it could be used to scaffold new content, it was first used to analyse and evaluate over 200 items of existing user‐generated content, to investigate the appropriateness of the proposed dimensions and the items contained therein or if any were missing. This paper presents the findings of this initial testing phase, together with a discussion of how the framework can be improved, in order to help scaffold the creation of new user‐generated content in the future.     

User‐oriented quality for OER: understanding teachers' views on re‐use,quality, and trust

We analysed how teachers as users of open educational resources (OER) repositories act in the re‐use process and how they perceive quality. Based on a quantitative empirical study, we also surveyed which quality requirements users have and how they would contribute to the quality process. Trust in resources, organizations, and technologies seem to be of particular importance when looking at quality. In our findings, we derive recommendations for learning object repositories and OER user‐oriented quality assurance.     

Using wikis and collaborative learning for science teachers' professional development

Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers' Technological, Pedagogical and Content Knowledge (TPACK). This study introduced a wiki‐based TPACK growth model and examined nine elementary and middle science teachers' knowledge growth in a graduate‐level course. Data sources included reflective journals, wiki data and interviews. Results showed that with wiki, science teachers learned to design more understandable and lively science teaching content, and they collaboratively generated creative instructional strategies. Furthermore, wiki and collaborative learning helped in‐service teachers exchange and elaborate ideas related to the development of TPACK. Implications, suggestions and future research directions were put forward regarding wiki, TPACK and in‐service teachers' professional development.     

Mobile guide system using problem‐solving strategy for museum learning: a sequential learning behavioural pattern analysis

Mobile devices have been increasingly utilized in informal learning because of their high degree of portability; mobile guide systems (or electronic guidebooks) have also been adopted in museum learning, including those that combine learning strategies and the general audio–visual guide systems. To gain a deeper understanding of the features and limitations of these guide systems in a museum‐learning context and also to provide new designs that better guide learners in interacting with peers and exhibitions, in‐depth exploration of learners' actual visits and analyses of their behavioural patterns is crucial. This study was based on empirical observation and analysis of the learning behaviours (recorded on video) of 65 elementary‐school students who were placed into three groups: mobile guide with problem‐solving strategy, audio–visual mobile guide and paper‐based learning‐sheet guide. By coding and analysing the video and conducting sequential analysis and frequency analysis of learning‐related discussion content, behavioural interaction patterns were determined by which the features and limitations of the different types of guides were compared. Among the findings, it was discovered that the students in the problem‐solving mobile guide group showed a higher level of two‐way interactions with their peers and the exhibits, as well as more learning‐related discussions. Relevant suggestions for teachers, researchers and guide‐systems developers are also given.     

Scaffolding student teachers' information‐seeking behaviours with a network‐based tutoring system

Student teachers' instructional planning requires them to regulate certain aspects of their own learning while designing lessons. The aim of this study is to support student teachers' self‐regulated learning through the convergence effect, where network‐based tutors are designed to optimize system recommendations of online resources based on information‐seeking behaviours. A total of 68 student teachers were randomly assigned to either a dynamic or static version of nBrowser, which converged a network or not towards an optimal configuration. The structural equation model suggests that student teachers spent less time during the learning session using the dynamic version of nBrowser. Although student teachers were found to be more efficient in seeking and acquiring information and reported knowledge gains, they failed to perform better than those assigned to the static condition on the lesson plan design task. We discuss the implications for the convergence effect in the context of network‐based tutors.     

Mobile‐Based micro‐Learning and Assessment: Impact on learning performance and motivation of high school students

Mobile‐based micro‐learning has gained a lot of attention lately, especially for work‐based and corporate training. It combines features of mobile learning and micro‐learning to deliver small learning units and short‐term learning activities. The current study uses the lens of the Self‐Determination Theory of motivation and proposes a series of Mobile‐Based micro‐Learning and Assessment (MBmLA) homework activities to improve high school students' motivation and learning performance in science. An experiment was conducted to evaluate the effectiveness of the proposed approach. One hundred and eight students of a senior‐level high school in Europe were randomly assigned into either a control condition (conventional paper‐based homework approach) or an experimental (MBmLA approach) condition. The study carried out for a period of 5 weeks. From the experimental results, it was found that, in comparison to the conventional paper‐based approach, the proposed MBmLA approach enhanced students' basic psychological needs of self‐perceived autonomy, competence, and relatedness and improved students' exam performance in terms of factual knowledge. Moreover, students self‐reported greater learning satisfaction with the mobile‐based microassessment and micro‐learning homework tasks. Implications on educational practices as well as future research are discussed.     

Learner readiness for online learning: Scale development and student perceptions

The purpose of this study was to develop and validate a multidimensional instrument for college students’ readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self-efficacy. Research data gathered from 1051 college students in five online courses in Taiwan revealed that students’ levels of readiness were high in computer/Internet self-efficacy, motivation for learning, and online communication self-efficacy and were low in learner control and self-directed learning. This study found that gender made no statistical differences in the five OLRS dimensions, but that higher grade (junior and senior) students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade (freshman and sophomore) students.     

Understanding mobile learning from the perspective of self‐regulated learning

Cognizant of the research gap in the theorization of mobile learning, this paper conceptually explores how the theories and methodology of self‐regulated learning (SRL), an active area in contemporary educational psychology, are inherently suited to address the issues originating from the defining characteristics of mobile learning: enabling student‐centred, personal, and ubiquitous learning. These characteristics provide some of the conditions for learners to learn anywhere and anytime, and thus, entail learners to be motivated and to be able to self‐regulate their own learning. We propose an analytic SRL model of mobile learning as a conceptual framework for understanding mobile learning, in which the notion of self‐regulation as agency is at the core. The rationale behind this model is built on our recognition of the challenges in the current conceptualization of the mechanisms and processes of mobile learning, and the inherent relationship between mobile learning and SRL. We draw on work in a 3‐year research project in developing and implementing a mobile learning environment in elementary science classes in Singapore to illustrate the application of SRL theories and methodology to understand and analyse mobile learning.     

Vocabulary learning by mobile‐assisted authentic content creation and social meaning‐making: two case studies

In recent years, we have witnessed the concomitant rise of communicative and contextualized approaches as well as the paradigmatic development of the mobile‐assisted language learning (MALL) framework in analysing language learning. The focus of MALL research has gradually shifted from content‐based (delivery of learning content through mobile devices) to design‐oriented (authentic and/or social mobile learning activities) study. In this paper, we present two novel case studies of MALL that emphasize learner‐created content. In learning English prepositions and Chinese idioms, respectively, the primary school students used the mobile devices assigned to them on a one‐to‐one basis to take photos in real‐life contexts so as to construct sentences with the newly acquired prepositions or idioms. Subsequently, the learners were voraciously engaged in classroom or online discussion of their semantic constructions, thereby enhancing their understanding of the proper usage of the prepositions or idioms. This work shows the potential of transforming language learning into an authentic seamless learning experience.     

Chinese undergraduate students' perceptions of mobile learning: Conceptions,learning profiles,and approaches

Close links between students' conceptions of and approaches to learning were established in the past research. However, only a few quantitative studies investigated this relationship particularly with regard to mobile learning (m‐learning). The correlation between learners' conceptions and approaches to m‐learning was analysed using a partial least squares analysis applied to data obtained from a sample of 971 undergraduate students in China. The results indicated that students' conceptions of m‐learning could be classified into reproductive, transitional, and constructive levels. Students may hold multiple m‐learning applications than a predominant one; hence, examining m‐learning as one monolithic entity may provide limited information. Latent profile analysis identified four learning profiles based on students' preferred m‐learning applications: passive, mixed, surface‐supportive, and high‐engagement.. Moreover, a general trend was observed, whereby students with reproductive and surface‐supportive learning profiles showed a tendency to adopt surface approaches, whereas those expressing constructive and mixed learning profiles were more inclined to adopt deep approaches. Interestingly, students with transitional conceptions and high‐engagement learning profiles tended to take both surface and deep approaches.     

Coping with change in ICT-based learning environments: newly qualified Rwandan teachers' reflections

Abstract   The overarching aim of this study is to investigate how newly qualified Rwandan teachers can contribute to the creation of theoretical and practical knowledge for professional development with information and communication technology (ICT). Questionnaires, focus groups and interviews were used for data collection. The findings show that novice teachers are motivated to acquire ICT and that they succeed in situations where school administrators grant easy access to computers. The novice teachers expressed a strong desire to be trusted and be allowed time to use computers and related skills in their learning and teaching. These views are discussed in terms of learning conditions created in schools so that participants become active, responsible and committed practitioners. We assume that such attitudes can be a model for their future roles in fostering change in social practice. For example, this study shows that gender equity becomes an aspect of change in an ICT-learning environment, which creates new opportunities for continuous education. To achieve this, as revealed by the findings, there is a need to develop school-based curricula, appropriate pedagogy and teacher professional development in the area of ICT literacy, which allows the teachers to develop a critical mind to the new tools.     

Force‐based perception and manipulation,the DTU team competing in MBZIRC 2017

This paper presents how the team from the Technical University of Denmark (DTU) implemented and solved the second challenge of the Mohamed Bin Zayed International Robotics Challenge. The competition was imitating a disaster scene where a robotic platform had to operate autonomously in a partly known environment to localize and manipulate a valve on a panel. To solve the given problem, the robot needs to be able to perceive the environment reliably. This is often accomplished using vision based solutions, however these might not always be feasible. Thus we show how force feedback can successfully be used as an alternative way of perception. To accomplish this the team equipped a robot arm with a force torque sensor, allowing the robot to perceive its environment through direct contact. This approach resulted in a robust solution of the task, independent of several external factors, such as lighting, which might affect a more traditional approach. First the theory and thoughts behind the implementation is presented, followed by an evaluation of the results from physical experiments and the competition itself, ultimately resulting in a robust solution which performed without errors in the competition.     

Validation of an evaluation model for learning management systems

Abstract   This study aims to validate a model for evaluating learning management systems (LMS) used in e-learning fields. A survey of 163 e-learning experts, regarding 81 validation items developed through literature review, was used to ascertain the importance of the criteria. A concise list of explanatory constructs, including two principle factors, was extracted from the responses of 133 respondents by exploratory factor analysis. Factor I was labeled as 'instruction management, screen design, and technology' and factor II, 'interaction and evaluation'. Factors I and II consisted of four and three sub-factors, respectively. Confirmatory factor analysis, in turn, was carried out to assess the degree to which the plausibility of factor models was empirically confirmed. Overall fit measures (RMSEA, CFI, NNFI indexes) showed the model to be quite suitable for LMS evaluation. Reliability estimates using Cronbach's alpha indicated that the evaluation tool had good internal consistency. The overall results of the analyses suggest that this evaluation tool is highly instrumental for LMS.     

Computer games development and appreciative learning approach in enhancing students’ creative perception

Creativity is an important entity in developing human capital while computer games are the current generation’s contemporary tool. This study focused on the teaching of computer games development in order to enhance the creative perception of secondary school children. The study applied randomised subjects, with control group experimental design, which involved 69 Malaysian form one students, aged 13–14 year-old. Different pedagogical strategies were being investigated on the abilities to enhance students’ creative perception. Treatment group adopted appreciative learning approach, which was based on Appreciative Inquiry (AI) theory. Meanwhile, control group adopted self-paced learning, followed by do-it-yourself session. Previous studies indicated that although appreciative learning approach is still in its infancy development, the approach is gaining its momentum in educational settings as it focuses on strengthening a person’s capacities and potential. Students’ creative perception was assessed using Khatena-Torrance Creative Perception Inventory (KTCPI). It was found students in treatment group gained a mean score of 71.82, which was significantly higher at .05 level of significance compared to the mean score of 50.49 exhibited by the control group. Yet, both treatment and control groups showed significant increases in pre-to-post-test scores. Dimensions within KTCPI were further analysed in order to present a better picture of students’ creative perception. As a conclusion, different pedagogical strategy generated different level of creative perception enhancement.     

Using multimedia for e‐learning

This paper reviews 12 research‐based principles for how to design computer‐based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer‐based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence (d = 0.70), signalling (d = 0.46), redundancy (d = 0.87), spatial contiguity (d = 0.79) and temporal contiguity (d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting (d = 0.70), pre‐training (d = 0.46) and modality (d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization (d = 0.79), voice (d = 0.74) and embodiment (d = 0.36). Some principles have boundary conditions, such as being stronger for low‐ rather than high‐knowledge learners.