"In-your-pocket" and "on-the-fly:" Meeting the needs of today's new generation of online learners with mobile learning technology

In The Theory and Practice of Online Learning, 2nd ed. Edited by Terry Anderson

Measuring faculty satisfaction and motivation to use podcasts: A pilot study

Modern society is constantly evolving, affecting the creation and use of technology. Concurrently, technology is relentlessly developing and expanding, influencing the very society to which it is introduced. In a rapid-paced, globally influenced educational community, podcasts are among the latest and promising innovations being introduced into the educational arena to reach technology-savvy students. Information in various technological formats is not new, nor is their application to the educational process unique. Many past technologies such as the record player, tape player, radio, television, and computers were all believed to exhibit enormous potential to transform education. However, in almost every instance, they have failed to live up to the hype and promises made by their advocates. In some cases, they failed because something newer and better appeared; in other cases, it was the lack of resources and poor implementation or failing to understand the many challenges required to implement them. Although podcasting technology is not new, it is still in the formative stages as an educational resource. Recognizing the potential value of podcasts to the field of education, this study investigated factors that inhibit or influence the creation and use of podcasts as an educational resource. In addition, the study examined faculty’s satisfaction in the use of podcasts as a resource to achieve learning objectives and outcomes. Recognizing the potential value of podcasts to the field of education, this study investigated factors that inhibit or influence the creation and use of podcasts as an educational resource. In spite of the fact that most participants believed that podcasts would produce positive results, improve student engagement, and motivation, and that podcasts would improve their effectiveness as instructors, the majority of participants did not employ podcasts. In addition, most believed that there were inadequate incentives in exchange for the time and effort required to create and use podcasts

Smart device application as teaching tool for improving listening skill to students of second bachillerato bgu at unidad educativa Liceo Cristiano Peninsular. La libertad, province of Santa Elena, school year 2015 - 2016.

The present work is an investigation which objective was to establish the use of whatsApp as a teaching tool to improve the listening skills on 15 students from second bachillerato BGU at unidad educativa Liceo Cristiano Peninsular, in Santa Elena province, Ecuador. The investigational group was allowed to use whatsApp cross mobile application in a smart device, whose principal characteristics are the usefulness of audio message sending and video sharing that allowed enhancing the listening skills on students through the practice of songs, video clips, lectures and podcast. For the development of this research it was required to apply the qualitative method by implementing techniques such as: Focus group, observation and interviews. The results of these analysis demonstrated that the application of mobile learning technique in a smart device (whatsApp), generate significant effects on listening skills of students such as the improvement of listening skill among 12% and 20% where students passed from A2.1 to A2.2 level in listening skills according to common european framework reference since the encouragement and confidence that scholars feel while they use a social network properly. These outcomes suggest that teachers should start changing traditional ways of teaching English specifically in the listening training sessions and explore new methods to improve production on students

Creation and evaluation of AnswersIn, a novel computer based teaching framework in gastroenterology

Background: There is currently little evidence of a theoretical base for the development and delivery of multimedia teaching in medicine. In this thesis I have; (1) reviewed the principles of adult learning and Instructional Design (ID) (2) proposed an evidence based model for a novel multimedia learning framework (3) developed the model (4) delivered the program to medical students who evaluated its functionality and content and (5) identified learning points for future investigators. Method: Interview style scripts were authored, recorded and integrated to produce “AnswersIn Gastroenterology”. A focus group based pilot study tested the robustness of the program and need for modification. Following a survey of medical student access to multimedia computers, AnswersIn was made available on the university server. The technical challenges of web-delivery were documented and the program made available to four consecutive student groups during their gastroenterology blocks. At the end of each block, students formatively evaluated the resource via a questionnaire. Additionally, the variety of data available using a web-tracker was examined as well as the effect upon usage of a series of advertising emails. Results: 8.5 hours of content were developed. The focus group recommended modifications which were implemented. The survey demonstrated that medical students have high levels of access to multimedia computers. Despite problems encountered during the implementation phase, a total of 178 students had access over four blocks. 21 percent considered AnswersIn as an alternative to lectures and 33 percent indicated that they would use AnswersIn as their main learning resource. Students gave reasons why they continued to favour traditional teaching methods but almost all stated that they would like to see AnswersIn extended to other subjects. Web tracking demonstrated that advertising increased usage. Conclusion: AnswersIn is a novel framework formulated using principles of adult learning and Instructional Design. Formative assessments indicate that students respond favourably to its introduction and its usage can be influenced by advertising

The effectiveness of mobile assisted language learning as a supplementary material for English language teaching coursebooks

Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2010.Thesis (Master's) -- Bilkent University, 2010.Includes bibliographical references leaves 77-82.This study was conducted (a) to investigate the effectiveness of mobile assisted language learning (MALL) applications in supplementing ELT coursebooks, and (b) to explore the attitudes of the students towards MALL supplementation. Four pre-intermediate level preparatory classes with a total of 100 students participated in this study. During the eight weeks of experimental process, 50 students in the experimental group were sent supplementary SMS and MMS messages in addition to regular in-class learning whereas those 50 in the control group used conventional supplementary materials. In the fourth and the eighth weeks of the study, achievement test scores of the groups were analyzed and compared to measure the effects of MALL supplementation on students‟ achievement scores. Additionally, a post-questionnaire was employed to elicit the attitudes towards MALL supplementation for ELT coursebooks and the findings were quantitatively analyzed. The findings of the study revealed that MALL supplementation had positive effects on students‟ achievement scores especially if the students read the messages regularly. Questionnaire data also suggested that the students had positive attitudes towards this new language learning application as a supplementary material for ELT coursebooks.Korkmaz, HüsemM.S

The Theory and Practice of Online Learning

Every chapter in the widely distributed first edition has been updated, and four new chapters on current issues such as connectivism and social software innovations have been added. Essays by practitioners and scholars active in the complex, diverse, and rapidly evolving field of distance education blend scholarship and research; practical attention to the details of teaching and learning; and mindful attention to the economics of the business of education

Supporting vocabulary growth of high school students: An analysis of the potential of a mobile learning device and gaming app

The purpose of this dissertation was to explore the educational benefits of using an app on a mobile device (i.e. iPod Touch) to aid in the process of high school students\u27 learning. The emphasis of this study explored the possibilities of learning vocabulary using a mobile device in an informal environment. Mobile devices embrace and encourage ubiquitous learning through their ease of portability and access to various activities that can allow for learning to occur. Learning theories and cognitive techniques were explored as a means of providing a mobile educational experience that is individualized, motivational, and beneficial for transfer to later word learning and reading comprehension. Following a pre-test/post-test design, twenty-five high school students participated in this study by using a mobile device and vocabulary gaming app over the course of three weeks. The use of a game as an instructional tool offered a portable way for students to engage with content. The amount of vocabulary mastered after playing the app on the mobile device was examined in relation to the pre-test and post-test scores. The results via a paired sample t-test indicated there was no significant difference in performance between the tests, although the amount of time in using the app was important. The implications that emerged through a regression involved the direct correlation with the pre-test score as a predictor for the post-test score as well as the score achieved within the app as a predictor for the post-test score. The techniques used to play the app indicated that participants called upon the process of elimination and roots/word parts as tools to aid in the mastery of the vocabulary words. Participants offered suggestions related to the design characteristics of the app and how this affected the overall experience. These findings pointed to the potential for incorporating a gaming application on a mobile device as an instructional tool for vocabulary development. Mobile devices provided a way of teaching today\u27s high school students by allowing for learning to take place in an informal, individualized environment. This study indicated how the broadening of one\u27s vocabulary might occur through the use of a mobile device and a gaming application