ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Affecting M-Learners' Course Satisfaction and Learning Persistence
Author: Joo, Young Ju
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Self Efficacy,Learning Strategies,Burnout,Student Personnel Services,Student Attitudes,Satisfaction,Academic Persistence,Predictor Variables,Art History,Culture,Online Courses,Electronic Learning,Online Surveys,Multiple Regression Analysis,Measures (Individuals),Questionnaires,Reliability,Correlation,Statistical Analysis,Statistical Significance

This study investigated whether college students' self-efficacy, level of learning strategy use, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, level of learning strategy use, academic burnout, and school support were used as prediction variables, and course satisfaction and learning persistence were used as criterion variables. Subjects were 178 students registered for online and mobile &quot;Culture and Art History&quot; courses in the 2012 second quarter of K cyber university. They participated in an online survey. Multiple regression analysis revealed that self-efficacy and level of learning strategy use positively predicted course satisfaction and learning persistence, and academic burnout negatively predicted course satisfaction and learning persistence. However, school support did not predict either course satisfaction or learning persistence. Accordingly, we suggest that raising self-efficacy and level of learning strategy use, and reducing academic burnout in the learning environment will improve course satisfaction and learning persistence of cyber learners. [For the complete proceedings, see ED557171.]
M-Learning--On Path to Integration with Organisation Systems
Author: Srivastava, Shilpa
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Blended Learning,Educational Benefits,Management Systems,Knowledge Management,Social Networks,Technology Integration,Cooperative Learning,Information Technology,Majors (Students),Case Studies

Learning is essential in organizations for them to survive. However, given the changing environment owing to global inter-connectedness, mobile workforce, global unpredictability and complexities, the learning approach must also change. Today the Learning and Development unit must be able to facilitate collaborative work, develop learning practices in tune with the trends, and bring in appropriate tools and processes. Elearning systems may not suffice on their own owing to the need for infrastructure resources and the location dependency. Mobile Learning would help resolve several of these issues and can be used for various applications such as recorded information, audio files, reading, learning applications, scheduling, calendar features, assessments, collaboration, support and co-ordination activities, amongst other functions. However, for m-learning to be effective, the learning delivered must be recognized and credited, with learning being mapped to competencies database and roles assignment. Hence, the m-learning must be integrated through the LMS to competency management systems, internal knowledge management system and the collaboration network to benefit from peer learning. The case of an Academy in an IT major is described in this regard. The Academy, despite its success, is now piloting its mobile platform. For sustained usage of mlearning globally, there are challenges of device design, durability and network issues that need to be addressed. [For the complete proceedings, see ED557171.]
MOOC to Go
Author: Renz, Jan
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Online Courses,Electronic Learning,Access to Education,Educational Technology,Internet,Search Engines,Computer Oriented Programs,Comparative Analysis,Handheld Devices,Computer Software,Technology Uses in Education

Massive Open Online Courses (MOOCs) have been one of the major trend topics of the last years within the e-learning community. Many companies, such as Coursera, edX and Udacity, launched MOOCs offering a broad range of topics. In this paper, the authors will take a look at the mobile support of different MOOC providers. Use cases and benefits of mobile access to a MOOC platform--both online and offline--will be shown. Finally, openSAP's solution to address this task will be demonstrated. In this context, key technical decisions, which can serve as a blueprint for other MOOC providers will be discussed. [For the complete proceedings, see ED557171.]
Mobile Game for Learning Bacteriology
Author: Sugimura, Ryo
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Games,Computer Games,Video Games,Microbiology,Science Instruction,Pretests Posttests,Questionnaires,College Students

This paper treats serious games. Recently, one of the game genres called serious game has become popular, which has other purposes besides enjoyments like education, training and so on. Especially, learning games of the serious games seem very attractive for the age of video games so that the authors developed a mobile game for learning bacteriology as one of the achievements of their research project. In this paper, the authors introduce the game and show evaluated results about its learning effectiveness. [For the complete proceedings, see ED557171.]
Rapid Prototyping of Mobile Learning Games
Author: Federley, Maija
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Models,Telecommunications,Educational Games,Simulated Environment,Design,Video Games,Foreign Countries,High School Students,Computer Software,Student Projects,Laboratories,Innovation

This position paper presents the first results of an on-going project, in which we explore rapid prototyping method to efficiently produce digital learning solutions that are commercially viable. In this first phase, rapid game prototyping and an iterative approach was tested as a quick and efficient way to create learning games and to evaluate them by a group of experts. The experiences of the process were positive, as the first prototypes produced were very useful as concrete presentations of the ideas for evaluation. In the next phase, the game prototypes will be tested by teachers and pupils.[The project was carried out as a part of Digital Services program. For the full conference proceedings see ED557171.]
Supporting Situated Learning Based on QR Codes with Etiquetar App: A Pilot Study
Author: Camacho, Miguel Olmedo
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Programming,Coding,Context Effect,Computer Oriented Programs,Multimedia Materials,Electronic Learning,Handheld Devices,Visualization,Pilot Projects,Learning Activities,Educational Benefits,Outcomes of Education,Engineering Education,Laboratories,Interaction

EtiquetAR is an authoring tool for supporting the design and enactment of situated learning experiences based on QR tags. Practitioners use etiquetAR for creating, managing and personalizing collections of QR codes with special properties: (1) codes can have more than one link pointing at different multimedia resources, (2) codes can be updated whenever needed without being reprinted and (3) multimedia resources linked through these codes can be commented by any user. This paper presents etiquetAR Mobile App, a mobile application that supports learners' interaction within spaces augmented with etiquetAR codes, offering responsive visualizations of the resources and mobile device adapted functionalities to add contributions. A pilot study with 95 students and 3 teachers illustrates the use of etiquetAR in a real learning activity. The results of this pilot indicate that etiquetAR App facilitates students' interaction with the tags having a positive impact on situated learning. [Funding for this work was also provided by EEE (Espacios Educativos Especulares) projects. For the complete proceedings, see ED557171.]
Programming Education with a Blocks-Based Visual Language for Mobile Application Development
Author: Mihci, Can
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Science Education,Programming,Computer Software,Programming Languages,Handheld Devices,Instructional Effectiveness,Undergraduate Students,College Instruction,Academic Achievement,Quasiexperimental Design,Pretests Posttests

The aim of this study is to assess the impact upon academic success of the use of a reference block-based visual programming tool, namely the MIT App Inventor for Android, as an educational instrument for teaching object-oriented GUI-application development (CS2) concepts to students; who have previously completed a fundamental programming course that involved education of structured programming concepts using C# (CS1). It has also been studied whether impacts upon CS2 success of factors such as previous success in CS1 and prior high school experience in programming, have a relationship with the impact upon CS2 success from the use of the blocks-based instructional tool. The research; which has a post-test only quasi-experimental design; has a sample comprised of 101 Undergraduate students who are taking up the CS2 course at a Department of Computer Education and Instructional Technologies (CEIT). [Funding for this study was provided by the Marmara University Research Projects Board as research project number EGT-C-YLP-150513-0211.] [For the complete proceedings, see ED557171.]
Student Preferences for M-Learning Application Characteristics
Author: Delialioglu, Ömer
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Student Attitudes,Questionnaires,Correlation,Age Differences,Undergraduate Students,Information Technology,Engineering Education,Statistical Analysis,Student Characteristics,Computer Oriented Programs,Measures (Individuals),Foreign Countries

This study attempts to find out students' expectations from mobile learning (m-learning) applications. The relationship between students' grade levels (freshman, sophomore, junior, senior) and their preferred m-learning application characteristics were analyzed. A questionnaire on students' preferences in m-learning applications was used as the data collection instrument to 78 undergraduate students in a public university to 3 majors namely IT, Computer and Electronics engineering during summer 2013 semester. ANOVA analysis was used on the collected data. The results showed that the availability and easy usage of mobile applications are among the most preferred characteristics of applications. Surprisingly, entertaining feature was the least expected feature by students. In general, there was a differences among students' perception related to their expected educational m-learning applications considering their majors and school experience. [For the complete proceedings, see ED557171.]
Defining a Set of Architectural Requirements for Service-Oriented Mobile Learning Environments
Author: Filho, Nemésio Freitas Duarte
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Computer System Design,Design Requirements,Educational Environment,Information Technology

Even providing several benefits and facilities with regard to teaching and learning, mobile learning environments present problems and challenges that must be investigated, especially with respect to the definition and standardization of architectural aspects. Most of these environments are still built in isolation, with particular structures and architectures, hindering aspects such as reuse and interoperability, for instance. On the other hand, several initiatives of using service orientation aspects to support and help the architectural definition of software systems have been investigated. Motivated by this scenario, in this paper we propose a set of architectural requirements for service-oriented mobile learning environments. The architectural requirements are defined by means of a systematic process, being prioritized and complemented with the help of domain experts. In the very end, the main goal is to provide an adequate support for the architectural design of mobile learning environments, promoting quality, interoperability, reuse and reduction of the time spent in the development of such environments. [For the complete proceedings, see ED557171.]
When Everyone Is a Probe, Everyone Is a Learner
Author: Berenfeld, Boris
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Electronic Learning,Cooperative Learning,Data Collection,Inquiry,Active Learning,Telecommunications,Investigations,Science Activities,Hands on Science

Most students globally have mobile devices and the Global Students Laboratory (GlobalLab) project is integrating mobility into learning. First launched in 1991, GlobalLab builds a community of learners engaged in collaborative, distributed investigations. Long relying on stationary desktop computers, or students inputting their observations by hand into web-forms, GlobalLab today is pioneering the use of mobile devices as sensors to collect and stream data to the shared database where students can use visualization tools to see data on a world map, analyze the information, identify patterns and trends, and extract meaning from aggregated data. Moreover, this paradigm can enable the practice of crowd-sourced student-scientist partnerships where students stream locally-captured time- and location-stamped data for use by scientists in their endeavors, getting in return feedback, advice, and much needed motivation for learning. [For the full proceedings see ED557171.]
Initial Evaluation of a Mobile Scaffolding Application That Seeks to Support Novice Learners of Programming
Author: Mbogo, Chao
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Programming,Scaffolding (Teaching Technique),Questionnaires,Handheld Devices,Focus Groups,College Freshmen,Feedback (Response),Mixed Methods Research,Online Surveys,Student Surveys,Usability,Likert Scales

The aim of this paper is to explore the use of an application that scaffolds the constructions of programs on a mobile device. The application was developed to support novice learners of programming outside the classroom. This paper reports on results of a first experiment conducted to evaluate the mobile application. The main research questions are: (i) whether the use of the application is effective in supporting construction of programs on a mobile device; and (ii) how the learners experienced the use of the mobile application. Data was collected by task completion, video and audio recording, and a questionnaire. A total of 18 first-year learners of programming from two African universities took part in the experiment by participating in focus groups. Almost two thirds of the learners completed two out of three programming exercises using the mobile application, with all the learners completing the first program. The results of the study suggest that the students found the mobile application useful, as evident from high rating of its features. The results also consisted of feedback from the learners on features that would make the application more usable. The findings suggest that the use of a mobile scaffolding application may support novice learners of programming outside the classroom. The outcomes of these results lead to a clearer understanding of how to design a mobile application that scaffolds the construction of programs on a mobile device. [For the complete proceedings, see ED557171.]
The Motivating Power of Social Obligation: An Investigation into the Pedagogical Affordances of Mobile Learning Integrated with Facebook
Author: Sazalli, Nurhasmiza
Date: 2014-00-00
Type: Reports - Research
Subjects: Social Networks,Web 2.0 Technologies,Teaching Methods,Telecommunications,Handheld Devices,English (Second Language),English Language Learners,Design,Qualitative Research,Social Influences,Peer Influence,Participation,Foreign Countries,Semi Structured Interviews,College Students,Computer Mediated Communication,Cooperative Learning,Educational Technology,Student Attitudes

We report on the provisional findings of an ongoing research project investigating the pedagogical affordances of mobile learning in combination with Web 2.0 tools for the learning of English for English as a Second Language (ESL) learners. Using Design Based Research (DBR) as an approach to conduct this study, this paper will first present the research that has completed so far, including preliminary results. We developed an initial design framework from the literature and tested and developed this through a series of iterations, each one focusing on particular affordances. The impact of each iteration was evaluated using interviews and qualitative data analysis. One of our findings is the impact of a sense of social obligation whereby participants feel under pressure from their peers to post and to participate. This social obligation effect can have both positive and negative consequences for learning. Our future research will focus on exploring ways in which pedagogical designs for m-learning with social networking can take this social obligation effect into account in order to avoid its negative consequences and make best use of its positive consequences. [For the full proceedings see ED557171.]
&quot;UML Quiz&quot;: Automatic Conversion of Web-Based E-Learning Content in Mobile Applications
Author: von Franqué, Alexander
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Media Adaptation,Automation,Handheld Devices,Tests,Usability,Integrated Learning Systems,Web Based Instruction,College Instruction

Many educational institutions use Learning Management Systems to provide e-learning content to their students. This often includes quizzes that can help students to prepare for exams. However, the content is usually web-optimized and not very usable on mobile devices. In this work a native mobile application (&quot;UML Quiz&quot;) that imports quiz content from Moodle and adapts it for a mobile environment has been developed. The result is highly usable and promising. The existing teaching content can be easily used in the new system by offering advantages of mobile applications. In this paper, the design decisions for &quot;UML Quiz&quot; and the usability optimizations to the content are presented. The results are evaluated and further possible improvements are discussed. [For the complete proceedings, see ED557171.]
Supporting the M-Learning Based Knowledge Transfer in University Education and Corporate Sector
Author: Benedek, András
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Transfer of Training,Information Technology,Telecommunications,Guidelines,Knowledge Management,Handheld Devices,Questionnaires,Employee Attitudes,Management Systems,Learning Activities,Corporate Education,Teacher Education,Foreign Countries,Middle Management,Universities,Electronic Learning,Computer Mediated Communication

The evolution of today's connective forms of teaching and learning draws attention to expansion of &quot;space&quot; in which teaching and learning moments: engaging the attention, knowledge transfer, acquisition, demonstration, experience, experiment research and practice, conclusions are organized around a more free method. Due to these phenomena and the previous experience gained, the aim of the article is to present the possibilities of mobile learning and ICT-based environment. It shows how the mobile device based (independent of place and time) short content access, control of learning self-issues, customized test questions (centralized storage of results) or per item assessed curriculum can be implemented. In the background of the solutions presented are assessments of a 2012 and 2013 based empirical studies carried out among an electronic framework and online forms. The results support the need for a new type of mobile learning support systems. [For the complete proceedings, see ED557171.]
Strategies and Challenges in Ipad Initiative
Author: Chou, Chientzu Candace
Date: 2014-00-00
Type: Reports - Research
Subjects: Handheld Devices,Telecommunications,Social Studies,Faculty Development,Student Improvement,Computer Literacy,Learner Engagement,Cooperation,Productivity,Creativity,Learner Controlled Instruction,Anxiety,Computer Attitudes,Grade 6,Grade 9,Focus Groups,Interviews,Computer Software,Qualitative Research,Alignment (Education),Comparative Analysis,Academic Achievement,Educational Practices,Best Practices

This study examines the impact of iPad integration on teaching and learning activities in a large school district in Midwest United States. Forty social studies classrooms received iPad carts to engage students in learning. Teachers received professional development opportunities in the forms of workshops, conferences, one-to-one coaching, and online communities. The findings showed positive impact on student learning in the areas of digital literacy, engagement, collaboration, productivity, and creativity. Facing shifting pedagogy to learner-centered learning, teachers have also found increased opportunities for collaboration and creativity. Technology anxiety and distraction remain the main challenges for teachers and students. School districts need to promote collaboration in learning circles, one-to-one mentoring, and transformative modeling as the best practice for iPad integration. [For the complete proceedings, see ED557171.]
The Future of Ubiquitous Elearning
Author: Arndt, Timothy
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Electronic Learning,College Students,Handheld Devices,Laptop Computers,Educational Technology

Post-secondary students are increasingly receiving instruction by eLearning. Many or these are part-time students or are working while taking classes. In such circumstances, students may find themselves short of time to study. One mechanism that can be exploited to make the best use of available time is ubiquitous eLearning. Ubiquitous eLearning can take place at any place, at any time and is enabled by mobile computing devices such as laptops, tablets, and especially smart phones. In this poster paper, we present our initial thoughts on how sensor-filled mobile computing devices will enable ubiquitous eLearning. We also will present in the poster the results of our latest experimentations, which will be carried out in January and February 2014 on the modeling and prototyping of ubiquitous eLearning environments. [For the complete proceedings, see ED557171.]