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Effectiveness of M-Learning in Blended Learning-Design of Prototype Framework for AOU Bahrain
Abstract
Mobile learning is a rapidly growing method of learning that utilizes smart mobile devices to deliver content. A suggested M-learning framework for smart mobile applications introduced taking into consideration the following metrics (Quality of education support access to Information, Learning Modules, Collaboration, Assessments, Innovative Approaches, User-Generated Content & finally E-books, references as part of e-library). This research work is oriented to measure the effectiveness of mobile learning as blended learning tool in Arab Open University-Bahrain branch, in order to review, updates and reinforcement where a self-administered questionnaire was used to gather the data. The study explains the important factors that influence acceptance of mobile learning among university students. The population of the survey was limited to undergraduate students in Arab Open University (AOU). On line survey conducted with 130 learners, response rate was high at approximately 95%. This study investigated the impact of a number of factors on learners' attitudes towards acceptance of m-learning in AOU, the learners' perspective of future of m-learning, and the overall attitudes towards m-learning. The results show that some of the independent m-learning metrics affect learners' attitudes towards m-learning, like mobile usage in educational sector and wireless technology. While some other metrics found to have significant effect on learners' attitudes, like: university commitments and positive attitudes o f learners towards m-learning usage.
... Open Educational Resources are composed of educational content, tools, implementation resources, and external links [86]. The OER (Open Educational Resources) in India means open educational resources are a generic denominator that includes courses and programs curricula, didactic modules, student guides, textbooks, research articles, videos, podcasts, assessment tools, interactive materials (such as simulations), databases data, software, [87] applications (including mobile applications) and any other educational material designed for use in educational practices [88], [89]. ...
The impact of technology on education in the current context is essential, representing higher education teachers' and students' educational practices. In the present investigation, to achieve the proposed objectives, the netnographic technique implies the interrelation of research techniques, depending on the depth of information raised in the study's objectives. The netnographic method consists of two phases: data collection (automatic phase), which begins when someone takes care of a certain content study, and Human interpretation (manual phase). The data collections are dedicated to reading all the scientific articles and classifying the comments according to the established. Examine new school environments that demand to innovate, create, and implementation strategies necessary and effective for the teaching of quality, with the open educational practices, which are democratic and quality elements, since facilitating the needs of the context of pedagogical work and the use of tools necessary that are available to learners.
... The study [5] suggests a blended framework for effective learning. The blended framework includes classroom learning, online learning and M-learning. ...
In this era of technology, every field of life is being furnished with smart devices. Education system is one of the major domains in which smart devices can play an important role to run education system dynamically. The conventional methods of teachinginvolve the use of pen, paper and blackboard and physical presence of the students in the classroom is mandatory in such systems. If the student fails to attend the class physically, he/she faces difficulties to cope loss of learning due to absence. The customary methods of education are never best suited for the distance education. In this paper we present Conceptual Framework for Smart Education Systemfor Postgraduate Students (SESPS), which addresses most of the issues of the conventional teaching system. The proposed SESPSis aimed to promote an environment where learners learn anytime and anywhere. The proposed SESPSmakes provisions of seamless learning styles such as formal learning, informal learning, individual learning, physical learning or digital learning according to pace, needs and interest of learners
This chapter aims to provide comprehensive guidelines for the successful integration of technology and the adoption of innovative teaching methodologies to enhance students' skills acquisition and effectiveness. Drawing upon experiences and implementations in the Mena region, specifically the GCC region, this chapter addresses key questions surrounding the selection and implementation of innovative teaching methods. The structure of the chapter encompasses an introduction to innovative teaching methodologies, identification of skills and appropriate methodologies, monitoring of implementation, the impact of technology, and a concluding summary of findings and future research directions.
O ensino-aprendizagem de programação é algo desafiador tanto para o aluno quanto para o professor. Dentre os maiores desafios, podemos citar como e o que fazer para manter os estudantes motivados ao facilitar o entendimento do conteúdo ou evitar a exclusão de alunos com poucos recursos. Para isso, é abordado por meio desse relato um método que foi proposto para 53 alunos de uma turma da disciplina Programação Imperativa para que utilizassem o smartphone para aprender a programar na linguagem Python a metodologia de ensino abordada foi o construcionismo de Seymour Papert. O objetivo desse artigo é descrever o método adotado para ensinar utilizando o dispositivo móvel, mostrar em quais conteúdos relacionados a programação os alunos encontraram mais dificuldades e apresentar os benefícios dessa abordagem.
This chapter surveys the development and current state of e-learning in the Kingdom of Bahrain. The author surveys the general social, economic, historical, and demographic background of Bahrain and provides a review of its educational system. Analysis and statistics on the information and communications technology (ICT) infrastructure, usage of ICT in the country, and challenges and barriers to ICT implementation in education, business, and government are also provided. The chapter further explores in detail the major e-learning platforms, initiatives, and projects throughout the country. Information is additionally provided on accreditation, teacher training programs, and the regulatory framework of e-learning. Finally, the author speculates on the future development of e-learning in Bahrain. A comprehensive bibliography on e-learning scholarship related to the country, including government reports and websites, appears at the end of the chapter.
Distance learning, electronic learning and mobile learning offer methods, which decrease the limitations of traditional education. This paper discusses the existing devices and technologies appropriate to realise mobile learning. Mobile learning as new stage of distance and e-learning is also examined.
This paper reports on a case study aimed at develop ing a better understanding of the different dimensions of blende d learning technology. Drawing upon learners' experiences, it examines the circumstances in which learners are more likely to choose among different learning preferences and explores learner s' preferences for human and online learning support environments and the factors driving their choices. Finally the paper des cribes an instructor's selection of and experiences in the us e of technology to support students' learning and how technology ha s impacted face-to-face interaction with students. The study c oncludes with a summary of the different dimensions of blended lear ning and how an understanding of these dimensions impacts the th eory and practice of blended learning within the educational environment.
For many people, the public image of higher education is the classroom: faculty talking, with students intently listening and taking notes. Students’ progress toward a degree is measured by time spent in classrooms. The daily pulse of a college or university is largely dictated by the classroom schedule as bells ring and the halls fill with students and faculty rushing to the next class. Many educators, however, increasingly argue that such classrooms are largely ineffective as learning environments and that they should not continue to be built.1 But what should take their place? In considering the future of the learning space, we will discuss (1) a few of the reasons why traditional classrooms are inadequate and need to change, (2) some ideas that break with these traditions, and (3) suggested areas for the planning team to keep in mind so that the team can come up with ideas for future learning spaces that are pioneering rather than imitative.
One and a half billion people, all over the world, are walking around with powerful computers in their pockets and purses. The fact is they often do not realize it, because they call them something else. But today's high-end cell phones have the computing power of a mid-1990s personal computer (PC)—while consuming only one one-hundredth of the energy. Even the simplest, voice-only phones have more complex and powerful chips than the 1969 on-board computer that landed a spaceship on the moon. In the United States, it is almost universally acknowledged that computers are essential for 21st-century students. To most educators "computer " means a PC, a laptop, or, in some instances, a personal digital assistant (PDA); cell phones, on the other hand, are more often regarded as bothersome distractions to the learning process. However, it is time to begin thinking of our cell phones as computers—even more powerful in some ways than their bigger cousins. Both have microchips and perform logical functions. The main difference is that the phones began with, and still have, small size, radio transmission, and communication as their core features, expanding out toward calculation and other functions. This has happened at precisely the same time as the calculation machines we call computers have expanded into communication and other areas. Clearly the two are headed toward meeting in the middle; when all the miniaturization problems have been solved, the result will be tiny, fully featured devices that we carry around (or perhaps have implanted in
In today's knowledge economy, the role of higher education is being redefined--not simply tweaked and fine-tuned but, rather, fundamentally redefined. The author contends that there are at least two ways to frame this future for higher education. The first is to view it as a perfect storm, born from the convergence of numerous disruptive forces. The second is to view this time as the dawn of a new day, a sunrise rife with opportunities arising from these same disruptive forces. How educators choose to respond to the disruptions and opportunities that are coming will determine much of the higher education landscape during the coming decade. (Contains 4 notes.)
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.
Learning with mobile devices: Research and development — A book of papers
- J Attewell
- C Savill-Smith
The net generation goes to college. Tech-savvy “millennials” have lots of gadgets, like to multitask, and expect to control what, when, and how they learn
- S Carlson
Educating the net generation. Ch 14. EDUCAUSE ebook
- C Barone
- D Oblinger
- J Oblinger