Mobile Devices to Enhance Teaching and Learning in the Classroom: Some More Second Thoughts, Using Activity Theory

The focus of this interdisciplinary research is to comprehend the impacts of computing lecturers' deployment of mobile devices in the classroom for teaching and learning. Along this line of thought, the use of activity theory was paramount towards understanding the activity system which three lecturers work within. Their stances were investigated with emphasis on their lengthy years of experiences relating to teaching and learning especially using technology in addition to additional constituents of the activity system of teaching computing to higher education students within a further education college.A qualitative approach was used and the results delineate the existential nature of different ambiguities that posits at the continuum of between and within various components of the activity system. These inconsistencies include the deficiency in reflecting, teamwork, peer communication, the pressure to reduce the existing gap between theory and practice, issues with classroom sizes and the habitus of the classrooms in relation to technology enhanced learning (TEL). Numerous recommendations are put forward to alter the current state of interplay in teaching computing to higher education learners in addition to strategic deployment of mobile devices in the classroom towards fostering the growth of a technology-enhanced classroom. Keywords: Computing lecturers, mobile devices, mobile learning, m-learning, technology-enhanced classroom, activity system, activity theory, higher education, further education DOI: 10.7176/JEP/10-9-15 Publication date:March 31st 201

CLOUD COMPUTING OPPORTUNITIES: ENHANCING INTERACTIVE VISUAL CONTENT USAGE IN HIGHER EDUCATION LEARNING

Visual content in learning material most commonly found in schools learning materials and less in higher education learning. Students in universities and colleges are dependent on wordy textbook and lecture notes to study. Use of visual contents depends on educator’s interests, needs and willingness to provide the material to students. Nowadays, learning started to emerge at a rapid pace in producing learners with excellent academic achievements. The role of cloud computing hence increases the capability of delivering education from educator’s perspectives. The purpose of this paper is to highlight important features of cloud computing in enhancing the use of interactive visual content in higher education learning and promotes interactive learning to students. Systematic Literature Review (SLR) method is used to obtain primary data from online databases Scopus and by using the coding procedure in Grounded Theory(Strauss & Corbin, 1990), research produces meta-model data of codes extractions from primary data. Findings shows there are four major abstractions of cloud features that lead to enhancing interactive visual content use in higher education

Mapping and analyzing process of cloud-based education as a service (CEaaS) model for cloud computing adoption in higher education institutions

A newly evolved computing paradigm used to deliver everything-as-a-service (XaaS) for various business organizations is known as Cloud Computing (CC). It is used most especially by educational organizations for educational purposes anywhere and anytime via scalability and an approach that saves cost (pay-per-use). There are a number of problems faced by Higher Education Institutions (HEIs) such as the growing need of infrastructure and IT, providing good and affordable educational services, increasing of participants, increasing education quality provision. Cloud Computing (CC) provides an excellent substitute for HEIs by supporting a reduction in cost, improvement in quality, through this means sustainability in education is obtained by providing good educational services. Recent research patterns on CC are directly focused on the applications, benefits, costs, technology, and security of CC. However, it was noticed that less empirical evidence and research focus is been given to the adoption of CC at an organization level. A model is proposed with a mapping matrix of its constructs based on the four dominant theories in the field of this adopted technology, the theories are: Technology-organization-environment (TOE) theory, The Fit-Viability Model (FVM), Diffusion of Innovation (DOI) Theory, and Institutional (INT) theory. Implications, potential contributions to research, and suggestions for future study are discussed

Developing an integrated model for mobile learning usability evaluation : case of eBooks

Thesis (Master’s in Information Technology) -- Central University of Technology, Free State, 2018Mobile computing, as prognosticated in the ubiquitous computing vision, is increasingly becoming a predominant aspect of contemporary computing in organisations and society. The penetration of mobile phones in sub-Sahara Africa has occurred with amazing rapidity: for many young people, they now represent a very significant element of their daily lives. Africa has a booming global cell phone penetration, at 67.5%, the fastest growing mobile market in the world. Adoption of these emerging technologies for socio-economic development may contribute to the betterment of people’s lives. Mobile learning has the potential to transform higher education through the adoption of mobile devices which support ubiquitous learning. The purpose of this current study is to develop an Integrated Framework Model (IFM) for mobile learning usability (MLU) evaluation of e-books through the integration of the Technology Acceptance Model and Task Technology Fit theory. The Technology Acceptance Model is widely used in studies relating to technology acceptance. The Task-Technology Fit theory has been used in Information Systems together with usability as a measure of performance. Two additional constructs, namely, Social Influence and Perceived Enjoyment were adopted from the Unified Theory of Acceptance and Use of Technology model and from Motivational Models. Integrating the Technology Acceptance Model and Task-Technology Fit theory provides a model that includes the individual characteristics (Technology Acceptance Model) and the technology and task characteristics (Task Technology Fit). A quantitative research design was primarily employed. A pilot study was administered as a guide for the main study questionnaire. The questionnaire was based on the constructs in the IFM. The pilot study consisted of participants registered for a module, called Computer Security, at the Central University of Technology. The main study participants were students registered for Oracle and CCNA short courses. The results of the study reveal that individual characteristics, task characteristics and technology characteristics positively influence the usability of e-books in higher education. Usability positively influences adoption, which in turn influences performance among students in higher education

From learning to use towards using to learn : About lessons to be Llearned from ICT-education in the Netherlands

Implementing ICT in secondary education and teacher training is not a complete success story in the Netherlands. One of the reasons is that for a long time the focus was on the system and learning to use the machine. By introducing the European Computer Driving License (ECDL) and it’s educational variant in the 1990’s the focus remained on the machine and the use of general applications we know from MS-office. Although a lot of effort is put in the training of teachers still less than 50% of the secondary school teachers in the Netherlands use ICT in there lessons. On the basis of the experience of more then 20 years of ICT implementation and research in cognitive learning theory, it is possible to give an account of this. Using to learn seems more and more a condition for learning to use.2nd IFIP Conference on the History of Computing and EducationRed de Universidades con Carreras en Informática (RedUNCI

Threshold concepts in web development: the impact of education and experience on the perceptions of practitioners

The Threshold Concepts (TCs) framework posits characteristics of critical concepts that enable a learner to see things in a new and unforgettable way that allows the incorporation of cognitive approaches and skills needed by professionals in the discipline. All previous research has been qualitatively oriented toward discovery of candidate TCs, without, so far, quantitative studies of the candidate TCs recognition within the professional ranks. An underrepresented group in previous research is that of Web development professionals. This proposal describes initial quantitative research utilizing the TCs framework in the Web development area to measure the perception of candidate TCs by professionals in the field. This study developed and utilized a new survey instrument to determine how a national sample of current Web development professionals perceive a candidate TC and how their work experience and level of education impact their perceptions. The particular candidate TC, Separation of Content, Presentation, and Behavior (SCPB), and its appropriate identifying characteristics were selected from results of previous qualitative research. An exploratory analysis using SPSS was done on results from an initial group surveyed and results from a later group were used for a confirmatory analysis using PLS-SEM. The exploratory analysis sought to reduce the contributing factors used to identify the TC, and these factors and their measures then were used with the latter group in the confirmatory analysis. The factors identified for use were the characteristics of Transformative, Troublesome, Irreversible, and Bounded. The PLS-SEM analysis confirmed that SCPB is perceived as a TC by working Web development professionals by virtue of it containing these characteristics, as the theory indicates. The study looked at work experience, in terms of years in computing and years specifically in Web development, and education, in terms of education level (degree(s) received, if any), degree in a computing field, and years since last in formal education. All of these indicated a significant influence on perception, either positively or negatively, except for the last item which did not exhibit statistical significance in this case

Shared learning from national to international contexts: A Research and Innovation Collaboration to Enhance Education for Patient Safety

Background: Patient safety is key for healthcare across the world and education is critical in improving practice. We drew on existing links to develop the Shared LearnIng from Practice to improve Patient Safety (SLIPPS) group. The group incorporates expertise in education, research, healthcare, healthcare organisation and computing from Norway, Spain, Italy, the UK and Finland. In 2016 we received co-funding from the Erasmus þ programme of the European Union for a 3-year project. Aim: SLIPPS aims to develop a tool to gather learning events related to patient safety from students in each country, and to use these both for further research to understand practice, and to develop educational activities (virtual seminars, simulation scenarios and a game premise). Study outline: The SLIPPS project is well underway. It is underpinned by three main theoretical bodies of work: the notion of diverse knowledge contexts existing in academia, practice and at an organisational level; the theory of reflective practice; and experiential learning theory. The project is based on recognition of the unique position of students as they navigate between contexts, experience and reflect on important learning events related to patient safety. To date, we have undertaken the development of the SLIPPS Learning Event Recording Tool (SLERT) and have begun to gather event descriptions and reflections. Conclusions: Key to the ongoing success of SLIPPS are relationships and reciprocal openness to view things from diverse perspectives and cultures

The affordances of virtual world technologies to empower the visualisation of complex theory concepts in computer science: Enhancing success and experience in higher education

Abstract:This research targeted complex abstract concepts in Computer Science and focused on bringing about the visualisation of such concepts using virtual world technologies. The research proposed the use of virtual world elements to support the understanding and learning of six computer science subjects having difficult theory concepts at the Higher Education level.The researcher decided to choose Higher Education as the platform for this research, due to the significant need to understand and learn complex abstract concepts of Computer Science at this level. The framework of the research is Higher Education within Further Education, which was chosen for its challenging nature with regards to students’ background and the level of additional support required for their success.The Second Life virtual world was selected and utilised to build purposely designed and scripted scenarios to empower the visualisation of complex theory concepts of the selected computer science subjects. These scenarios were embedded, in a predetermined order, within the curriculum delivery of a number of selected Computer Science modules from a Foundation Degree and a BSc (Hons) in Computing Programmes in a FE college in England. The research activities were carried out in two academic years, 2012/2013 and 2013/2014, in order to involve more students and obtain additional data to effectively, and more accurately, answer the research questions.The research aimed at identifying the extent to which using virtual world technologies to visualise difficult theory concepts in Computer Science subjects, might enhance students' learning and achievement. The research outcomes provided positive answers to the four research questions, which pursued the extent to which the visualisation of such concepts using Second life virtual world might, 1) facilitate students’ understanding of the complex abstract concepts in their HE Computer Science subjects, 2) increase students’ engagement in their HE Computer Science sessions, 3) enhance affective quality (to include elements such as appeal, enjoyment, interest and appreciation), and 4) improve student’s achievement (i.e. grades) in the targeted modules.In answer to these questions, the research outcomes showed that subject difficulty was reduced by 25% and around three quarters of students acknowledged enhanced learning in the virtual environment. Seventy percent of students acknowledged becoming more engaged in their study sessions that were carried out in virtual worlds, and more than three quarters of students acknowledged enhanced affective quality. Finally, around 85% of the modules covered by the research witnessed improved students’ achievement (i.e. higher grades).The researcher explained potential use, advantages and limitations of employing Second Life in Higher Education in general and HE Computer Science in particular, and provided recommendations to academic institutions that are interested in applying such virtual world technologies to overcome the challenges involved