Skocz do pozycji: 1.

Tytuł:

Mobile-Learning in Junior High School Education – Opinions and Prospects

Autorzy:

Huk, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/45631394.pdf

Data publikacji:

2012-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

mobile learning
education
junior high school
teacher
mobile (phone)

Opis:

The article reveals research findings concerning opinions expressed by teachers of Polish junior high schools about the use of mobile phones in education. The findings analysis has been based on given opinions in the field of: the use of mobiles during breaks and lessons, ways of using this medium by teachers and their attitudes to mobile phones use in education. The article closes with conclusions for the purpose of teaching practice.

Źródło:

The New Educational Review; 2012, 29; 192-201
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

Tytuł:

Mobile Learning with Twitter to Improve Linguistic Competence at Secondary Schools

Autorzy:

Vázquez Cano, Esteban

Powiązania:

https://bibliotekanauki.pl/articles/45633039.pdf

Data publikacji:

2012-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

networking
key competencies
mLearning
uLearning
collaborative work
digital literacy

Opis:

This article presents research conducted in three secondary schools in the region of Castilla-La Mancha (Spain), where an interdisciplinary program was developed to improve linguistic competence through the use of Twitter as a communication tool. After testing the validity of Twitter as a technological curriculum innovation process, we can conclude that it promotes a substantial improvement of the teaching-learning process, specifically in the development of reading and writing skills. Twitter application on mobile digital devices, such as smartphones, tablets, or mini laptops becomes a digital resource with numerous possibilities in education.

Źródło:

The New Educational Review; 2012, 29; 134-147
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 3.

Tytuł:

50 LANGUAGES: A MOBILE LANGUAGE LEARNING APPLICATION (App Review)

Autorzy:

Nushi, Musa
Eqbali, Mohamad Hosein

Powiązania:

https://bibliotekanauki.pl/articles/955423.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

apps
review
mobile learning

Źródło:

Teaching English with Technology; 2018, 18, 1; 93-104
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 4.

Tytuł:

PLAYPOSIT: USING INTERACTIVE VIDEOS IN LANGUAGE EDUCATION (App Review)

Autorzy:

Shahrokni, Seyed Abdollah

Powiązania:

https://bibliotekanauki.pl/articles/955427.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

review
apps
mobile learning

Źródło:

Teaching English with Technology; 2018, 18, 1; 105-115
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 5.

Tytuł:

Technology acceptance in learning history subject using augmented reality towards smart mobile learning environment : case in Malaysia

Autorzy:

Suhaimi, H.
Aziz, N. N.
Mior Ibrahim, E. N.
Wan Mohd Isa, W. A. R.

Powiązania:

https://bibliotekanauki.pl/articles/27314247.pdf

Data publikacji:

2022

Wydawca:

Sieć Badawcza Łukasiewicz - Przemysłowy Instytut Automatyki i Pomiarów

Tematy:

smart city education
mobile learning
augmented reality
history
technology acceptance model

Opis:

In alignment with smart city initiatives, Malaysia is shifting its educational landscape to a smart learning environment. The Ministry of Education (MoE) has made History a mandatory subject for passing the Malaysian Certificate of Education to grow awareness and instil patriotism among Malaysian students. However, History has been known as one of the difficult subjects to study for many students. On the other hand, the Malaysian Government Education Blueprint 2013-2025 seeks to “leverage ICT scale up quality learning” across the country. Therefore, this study aims to identify the factors that influence the intention to use Augmented Reality (AR) for mobile learning in learning History subject among secondary school students in Malaysia. Quantitative approach has been chosen as the research method for this study. A direct survey was conducted on 400 secondary school students in one of the smart cities in Malaysia as the target respondents. The collected data are analysed through descriptive statistics and Multiple Linear Regression analysis by using Statistical Package for the Social Sciences. Based on the results, the identified factors that influence the intention to use AR for mobile learning in learning History subject are Gender, Perceived Usefulness, Perceived Enjoyment, and Attitude Towards Use. The identified factors can be a good reference for schools and teachers to strategize their teaching and learning methods in pertaining to History subject among secondary school students in Malaysia. Future studies may include the study of various types of schools in Malaysia and explore more moderating effects of demographic factors.

Źródło:

Journal of Automation Mobile Robotics and Intelligent Systems; 2022, 16, 2; 20--29
1897-8649
2080-2145

Pojawia się w:

Journal of Automation Mobile Robotics and Intelligent Systems

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

The Effectiveness and Students’ Perception of an Adaptive Mobile Learning System based on Personalized Content and Mobile Web

Autorzy:

Kalinic, Zoran
Arsovski, Slavko
Arsovski, Zora
Rankovic, Vladimir

Powiązania:

https://bibliotekanauki.pl/articles/2031733.pdf

Data publikacji:

2014-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

personalized mobile learning
device adaptation
mobile web
content adaptation

Opis:

As the whole world is going mobile, application of mobile devices in education, also known as m-learning, is becoming one of the most popular areas of educational research. This paper presents the implementation and evaluation of the effectiveness and students’ attitudes toward an adaptive mobile learning system based on personalized content and mobile web. Personalization of learning materials is based on the Felder-Silverman learning style model and the features of the accessing mobile device were identified using the device library. The results of the study confirm students’ positive attitudes toward mobile learning and the developed adaptive m-learning system. They also prove the effectiveness of the system and m-learning as an additional educational tool in terms of increasing students’ knowledge and scores.

Źródło:

The New Educational Review; 2014, 37; 43-53
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

Tytuł:

Mobile betting – learning business English terminology using mall

Autorzy:

Balula, Ana
Martins, Ciro
Costa, Marco
Marques, Fábio

Powiązania:

https://bibliotekanauki.pl/articles/2096337.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

business English terminology
English for Specific Purposes
mobile-assisted language learning
CRS
game-based MALL

Opis:

In the last decades, the focus of ESP teaching has been shifting from the grammatical analysis of technical texts to discourse analysis, and, more recently, to learner-centred approaches. This change is quite challenging and demanding for ESP teachers, in particular regarding the choice of effective teaching and learning methodologies and, consequently, the design of meaningful activities. Furthermore, it is also relevant to rethink educational processes to meet the students’ needs, in particular given the unceasing digital transformation and its societal impact. In this scenario, the ubiquity of mobile-assisted language learning (MALL) was integrated in the design of a teaching and learning strategy, by using an Electronic Classroom Response System (CRS) within a game-based activity to learn Business English Terminology (BET). The activity was first tested in academic year 2014/15, with students enrolled in a Management undergraduate degree at ESTGA – University of Aveiro. Given the results of a preliminary study, the authors decided to undertake an empirical diachronic research (3 academic years), aiming at verifying if the game-based MALL strategy using a CRS promoted the students’ learning success in what concerns i) the identification and use of business English (BE) acronyms and other abbreviations, and ii) the accurate integration of BET in written text. The teaching materials were validated by two former Management students and two specialists (one in ESP and another in English Didactics). A total of 67 students participated in this study and the results of the statistical data analysis – using Pearson’s correlation coefficient and the Friedman test – confirm that the strategy supports the study of BE acronyms and other abbreviations, but their accurate integration in written text needs further study.

Źródło:

Teaching English with Technology; 2020, 20, 5; 6-22
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

TOUCH AND GESTURE-BASED LANGUAGE LEARNING SOME POSSIBLE AVENUES FOR RESEARCH AND CLASSROOM PRACTICE

Autorzy:

Reinders, Hayo

Powiązania:

https://bibliotekanauki.pl/articles/955753.pdf

Data publikacji:

2014

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

touch-based learning
gesture-based learning
mobile learning

Opis:

Our interaction with digital resources is becoming increasingly based on touch, gestures, and now also eye movement. Many everyday consumer electronics products already include touch-based interfaces, from e-book readers to tablets, and from the last personal computers to the GPS system in your car. What implications do these new forms of interaction offer for language learning and teaching? In this short article, I will first consider some of the most recent technological developments for their pedagogic potential, and in particular for their support for embodied and extended cognition. Next, I will offer some suggestions for researching their impact on learning and teaching, as well as ways in which teachers and materials developers can capitalise on these advances in technology to support more interactive and dynamic forms of learning.

Źródło:

Teaching English with Technology; 2014, 14, 1; 3-8
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 9.

Tytuł:

The Effects of Mobile Game Based Application on High School Students’ TOEIC Vocabulary Learning

Autorzy:

Lu, Ting-I
Tzu-Ching Chen, Kate

Powiązania:

https://bibliotekanauki.pl/articles/1964345.pdf

Data publikacji:

2021-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

mobile learning
mobile app
vocabulary learning
TOEIC
EFL

Opis:

The purpose of this study was to explore whether students’ vocabulary learning can be improved via mobile apps and to further enhance their TOEIC scores. Seventy English as a Foreign Language (EFL) senior high school students in Taiwan were recruited. TOEIC tests were used for pre-and post-testing to gather quantitative data. Qualitative data were collected from classroom observations and interviews. The results indicated that there was no significant difference in TOEIC scores between the experimental and the control group. However, students’ attitudes towards the app were positive and believed that it helped improve their vocabulary learning for the TOEIC exam.

Źródło:

The New Educational Review; 2021, 66; 108-119
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 10.

Tytuł:

SAME TIME SAME PLACE: DO MALL CLASSROOMS EXIST?

Autorzy:

Byrne, Jason

Powiązania:

https://bibliotekanauki.pl/articles/955499.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

CALL
English Language Teaching
MALL
Mobile Learning
TEFL

Opis:

This paper seeks to help clarify whether Mobile-Assisted Language Learning (MALL) is primarily an independent self-study activity or whether MALL classrooms exist. The research hypothesised that a large number of users frequently using specific MALL apps, at the same time and in the same city location, may indicate the existence of MALL classrooms. The research makes use of big data, in the form of Google Analytics data, collected from two EFL learning mobile apps. The data was gathered over a five month period, in 2015, from more than 6,000 cities worldwide. The research, in doing so, opens a sociological window into the world of MALL, providing a sample of actual user behaviour. The results strongly suggest that independent study is almost certainly the main form of MALL activity. However, the research also concludes that MALL classroom-driven activity may exist in some cities.

Źródło:

Teaching English with Technology; 2016, 16, 3; 74-84
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

PROMOTING LEARNER AUTONOMY THROUGH SCHOOLOGY M-LEARNING PLATFORM IN AN EAP CLASS AT AN INDONESIAN UNIVERSITY

Autorzy:

Priyatno, Ardi

Powiązania:

https://bibliotekanauki.pl/articles/955868.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

autonomy in language learning
Schoology
mobile learning
EAP

Opis:

The advent of mobile learning platforms and Web 2.0 technologies is believed to provide an autonomous learning space that minimizes the power structure between the teacher and students in Indonesian EFL classes, accommodating the students to display their capacity to navigate their own learning. Schoology m-learning platform, a social networking learning management system, is one of potential platforms facilitating the exercise of autonomy in English language learning. This paper aims to report how Schoology m-learning platform facilitated the exercise of learner autonomy in an EAP class at an Indonesian higher education. The qualitative case study involved twenty one-students enrolled in an EAP course that adopted a blended learning method. The findings suggested that Schoology m-learning platform helped the students to exercise autonomy in EAP learning. The students exercised their control over learning management, cognitive process, and selection of learning materials. The exercise of autonomy is due to the affordance of Schoology. First, Schoology’s social networking interface facilitated interaction and communication among the students. Second, its mobile application enabled the students to learn English at their pace, time, and place. Third, the media-rich materials encouraged the students to further explore other materials online.

Źródło:

Teaching English with Technology; 2017, 17, 2; 55-76
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 12.

Tytuł:

EFL learners’ engagement and learning motivation in team-based mobile language learning through WhatsApp

Autorzy:

Imamyartha, David
Wahjuningsih, Eka
A’yunin, Alifiyah
Santihastuti, Asih
Mitasari
Trisna Ayu Fauzie, Dinda Laura
Hari Andika, Ervin Candra

Powiązania:

https://bibliotekanauki.pl/articles/2087222.pdf

Data publikacji:

2022

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

Activity Theory
engagement
motivation
team-based mobile learning
WhatsApp

Opis:

The study aims at portraying EFL learners’ interactivity and motivational dynamics when engaged in team-based mobile learning (TBML) through WhatsApp within the environment of English for Academic Purposes. Data were collected through survey on online learning engagement and learning motivation and analyzed using descriptive statistics coupled with correlation analysis. Thematic analysis was operative to analyze students’ reflection for more fine-grained insights on the nature of collaborative mobile learning, supported with directed content analysis geared to Activity Theory (AT) on the archives of group’s online discussion. Albeit technical challenges and negative affectivity therefrom, the findings emphasize the potency of WhatsApp as a social-network (SN) learning platform which engages language learners in supportive micro and macro learning environment as the pre-cursor to elevated motivation, self-regulation, and pedagogical rethinking. The implication highlights teacher’s necessity to scaffold group dynamics and condition student’s mentality to live the target language in the mobile learning.

Źródło:

Teaching English with Technology; 2022, 22, 1; 82-103
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 13.

Tytuł:

Parental Attitudes on Preschool Children’s Mobile Device Use and Parent-Child Relationship

Autorzy:

Alakurt, Turgay
Bartan, Murat
Bartan, Saadet

Powiązania:

https://bibliotekanauki.pl/articles/52179551.pdf

Data publikacji:

2024-09-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

preschool child
parental attitude
mobile learning
parent-child relationship

Opis:

Mobile devices bring new solutions and opportunities as well as challenges for family relationships. We examined the association between parents’ attitudes towards preschool children’s mobile device usage habits (PAT) and parent–child relationship (PCRI) and tested whether this association is dependent on parent characteristics. The results showed that there is no correlation between the total scores of PAT and PCRI. On the other hand, PCRI was moderately correlated with three subscales of PAT (the subscales of Distraction, Control, and Information). Further, we found out the potential influence of parent sex on parental attitude and parental educational level on the parent-child relationship.

Źródło:

The New Educational Review; 2024, 77; 59-73
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 14.

Tytuł:

Building Tasks with Instant Messaging Apps

Autorzy:

Gasparini, Alice

Powiązania:

https://bibliotekanauki.pl/articles/426465.pdf

Data publikacji:

2018

Wydawca:

Szkoła Główna Handlowa w Warszawie

Tematy:

task-based language learning instant messaging app
mobile learning
motivation

Opis:

In this article the author tries to analyze the relationship between ‘task’ defined in specialized literature as an activity in which the language in question is used with a communicative purpose to achieve an outcome (Diadori, et al., 2008) and its implementation in virtual environments. In the first part of this paper author presents the ‘task’ and Task-based Language Teaching main features. The article describes the advantages of introducing technology-mediated tasks in a traditional classroom environment. This point of view is supported by the data collected during the case study performed at the Italian Institute of Culture in Moscow, Russian Federation. The second part focuses on the case study. The technology-mediated tasks supported by Whatsapp – an instant messaging app were used in the Italian as the foreign language course. The app allowed to create an informal learning path, parallel to formal learning. The chat rooms of the Instant messaging app were the space when students should to work. There they received task instructions and had to chat in Italian making decisions and solving the problems. The performance of the task also included preparing and presenting the report. The data collected from the tasks’ assessment and the overall experience suggests an increasing students’ motivation and interest to learn languages enhanced with technology.

Źródło:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2018, 5 (77); 24-29
1731-6758
1731-7428

Pojawia się w:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 15.

Tytuł:

Rethinking Learning Engagement with Gen Z Students

Autorzy:

Cook, Vicky S.

Powiązania:

https://bibliotekanauki.pl/articles/425895.pdf

Data publikacji:

2019

Wydawca:

Szkoła Główna Handlowa w Warszawie

Tematy:

heutagogical learning
generation Z
mobile learning
co-constructivism
self-determined learning

Opis:

Hase and Kenyon (2001) explored the learning theory of heutagogy along the continuum of learning theories. Heutagogy provides a framework for self-determined learning and follows the continuum created through the theories of pedagogy and andragogy. However, the practice of heutagogy allows students to remain in control of their learning through the application of self-determined learning. This approach is significant when used in relation to mobile learning devices. This theory is highly relevant in considering how to best provide learning for Gen Z students, born between 1995 and 2012. This paper suggests there are benefits in exploring Gen Z student learning through a heutagogical application.

Źródło:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2019, 3 (80); 67-70
1731-6758
1731-7428

Pojawia się w:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

Tytuł:

Analysis of Main Challenges in Higher Education on the Case Study of Selected xMOOCs Providers: Coursera, and edX

Autorzy:

Durasiewicz, Arkadiusz
Duranowski, Wojciech
Barszczewski, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/2036198.pdf

Data publikacji:

2015-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

massive open online course
MOOC
xMOOCs
elearning
free online courses
mobile learning

Opis:

MOOC is one of the forthcoming challenges of global higher education system. Development of education system cannot be considered without global trends. Massive Open Online Courses (MOOCs) become more and more popular. Article focuses on analysis of case studies of the most important xMOOCs providers: Coursera, edX. Authors focuses their analysis on direction of the development of xMOOCs in higher education as well as on key barriers for further development of the model.

Źródło:

Kultura i Edukacja; 2015, 4 (110); 182-200
1230-266X

Pojawia się w:

Kultura i Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

Tytuł:

M-learning w nauce języków obcych – potencjał i ograniczenia
M-learning in Foreign Language Learning – Potential and Limitations

Autorzy:

Jaworska, Mariola

Powiązania:

https://bibliotekanauki.pl/articles/52446720.pdf

Data publikacji:

2024

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

M-learning
foreign language learning
mobile devices
the potential of mobile learning
limitations of mobile learning
nauka mobilna
uczenie się języków obcych
urządzenia przenośne
potencjał nauki mobilnej
ograniczenia nauki mobilnej

Opis:

M-learning refers to learning supported by mobile devices such as smartphones or tablets, which can be taken anywhere and utilized independently of place and time. The continuous improvement of portable devices gives them new features, among which solutions favoring the development of language competencies can play an important role. The first part of the article will discuss theoretical justifications and models related to mobile learning, as well as associated approaches such as multimedia learning and multimodality. In the second part, with reference to available results of empirical research, an attempt will be made to indicate the potential and the limitations of mobile learning, as well as to signal research directions encompassing issues in this area that are worth exploring in the future.

Źródło:

Neofilolog; 2024, 63/1; 11-27
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 18.

Tytuł:

M learning – wykorzystanie urządzeń mobilnych w procesie kształcenia – stan bieżący, potencjał i bariery
M Learning – the use of mobile devices in educationalprocess – the currentstate, potential and barriers

Autorzy:

Komorowski, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/547951.pdf

Data publikacji:

2013

Wydawca:

Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego

Tematy:

 e-learning
nauczanie mobilne
kształcenie akademickie
model FRAME
e-learning
mobile learning academic education FRAME model

Opis:

Celem niniejszego artykułu jest zaprezentowanie nowych trendów nauczania z wykorzystaniem e learningu mobilnego oraz badań ukazujących potencjał technologii mobilnych w kształceniu akademickim. Przedstawiono przegląd teorii pedagogicznych, od behawioryzmu do konektywizmu, oraz znaczenie technologii informatycznych w rozwoju kształcenia konektywistycznego. Przedstawiono przegląd badań dotyczących e learningu mobilnego, w tym model analizy racjonalnej edukacji mobilnej” (The Framework for the Rational Analysis of Mobile Education – FRAME), który zawiera aspekt urządzenia, aspekt ucznia, aspekt społeczny, technologia społeczna, element obejmujący interakcje w nauczaniu oraz użyteczność urządzenia. Każdy z sześciu wymienionych elementów został scharakteryzowany i wskazano najistotniejsze czynniki. W drugiej części artykułu przedstawiono wyniki badań ankietowych dotyczących m learningu przeprowadzonych wśród studentów i nauczycieli akademickich wybranych polskich uczelni. Zestawienie wyników tych dwóch grup respondentów pozwoliło określić preferencje w zakresie wykorzystania mobilnych usług nauczania zdalnego oraz gotowość technologiczną, poziom niezbędnej wiedzy i kwalifikacji.
The aim of this article is the presentation of the new educational ternds enhanced by mobile e-learning as well as research related to the potential of mobile technology in academic education. The first part contains a review of pedagogical theories,from behaviorism to connectivism, as well as information about the importance of information technology in the development of an education connectivity solution. A short review of research on mobile e-learning is presented. The Framework for the Rational Analysis of Mobile Education (FRAME) is desribed in the following section. FRAME consist of six elements: Device Aspect, Learner Aspect, Social Aspect, Social Technology, Learning Interactions and Device Usability. Each of the six listed items of the FRAME model was characterized and the most important factors identified and described. The next part of the article presents selected results of a survey concerning m-Learning which was conducted among students and teachers from selected Polish universities. A analysis of the results of these two groups of respondents allowed for the description of preference for the use of mobile distance learning services and technological readiness, the level of necessary knowledge and skills.

Źródło:

Nierówności Społeczne a Wzrost Gospodarczy; 2013, 32; 97-112
1898-5084
2658-0780

Pojawia się w:

Nierówności Społeczne a Wzrost Gospodarczy

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

MOBILE TEACHING AND LEARNING ENGLISH – A MULTINATIONAL PERSPECTIVE

Autorzy:

Mospan, Natalia

Powiązania:

https://bibliotekanauki.pl/articles/940904.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

mobile teaching and learning
mobile devices
educational apps
university students

Opis:

The purpose of this paper is to examine how effective mobile devices are in the process of teaching and learning English through the perspective of university students. The research is aimed at finding out whether using mobile apps for learning purposes, in particular, for learning English is of interest for students and look at potential ways of learning the language. It also aims at exploring potential of educational applications downloaded to students’ mobile phones in terms of their integration into the classroom activities at university for the purposes of learning English. To fully conceptualize the research in mobile teaching and learning, the authors addressed the mentioned problem by using Google Forms. An online questionnaire was created and sent to students with responses collected in an online spreadsheet and was further analyzed by the authors. 102 representatives from 16 countries who study at 4 universities located in Poland and Ukraine took part in the survey. To link the reported mobile device use obtained from the questionnaire and its actual use for language learning the follow-up interviews for the subset of students were conducted with the relevant conclusions drawn. The issue of using mobile devices in the process of university study as an educational tool was investigated and proposed to potentially expand perceptions of tutorial experience of how we view teaching and learning English.

Źródło:

Teaching English with Technology; 2018, 18, 3; 105-125
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Tytuł:

Edukacja mobilna – czy jesteśmy na to gotowi?
Are We Ready for Mobile Education?

Autorzy:

RATAJ, MAŁGORZATA
WÓJCIK, JOANNA

Powiązania:

https://bibliotekanauki.pl/articles/456098.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet Rzeszowski

Tematy:

tablet, i-Pad
aplikacja mobilna
urządzenia mobilne
internet mobilny
edukacja mobilna
iPad
mobile app
mobile tools
mobile Internet
mobile learning

Opis:

Celem artykułu jest przedstawienie możliwości wsparcia nowoczesnymi narzędziami m-learningowymi kształcenia na uczelniach. W artykule zaprezentowano dynamikę rozwoju rynku aplikacji mobilnych. Zastosowane metody badawcze to analiza krytyczna źródeł literaturowych oraz studia przypadków wdrożenia m-learningu na uczelniach. Po przeanalizowaniu rozwoju rynku aplikacji edukacyjnych w świetle polskich realiów wydaje się, że rozsądną opcją jest wsparcie tradycyjnych metod nauczania przez iPady. Wyzwania, jakie z tym się wiążą, to konieczność opracowania aplikacji edukacyjnych skrojonych do potrzeb specyficznych kierunków studiów lub przetłumaczenia istniejących na język polski.
The goal of this article is to show the possibilities of supporting the educational system at Universities by modern m-learning tools. This article presents dynamic development of mobile applications. Implemented research methods: critical analysis of literature sources and case studies of implementation of m-learning at Universities.It seems, after the analysis development of the educational app market in the light of polish reality, that a reasonable option is supporting traditional methods of teaching by iPads. The challenges are: necessity to create educational apps tailored to the needs of particular field of study or translating already existing into polish language.

Źródło:

Edukacja-Technika-Informatyka; 2018, 9, 4; 107-111
2080-9069

Pojawia się w:

Edukacja-Technika-Informatyka

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

Tytuł:

Mobile Devices and Applications Use for Students of Technological Education

Autorzy:

Rarot, Halina
Omelchuk, Olexandr
Tsisaruk, Vitalіy

Powiązania:

https://bibliotekanauki.pl/articles/103109.pdf

Data publikacji:

2019

Wydawca:

Stowarzyszenie Inżynierów i Techników Mechaników Polskich

Tematy:

mobile learning
mobile devices
mobile technologies
online resources
gadget
smartphone
nauka mobilna
urządzenia mobilne
technologie mobilne
zasoby online
gadżet
smartfon

Opis:

The key points of mobile devices use in the education system were determined. The examples of tasks that can be solved using these tools were given. The main possibilities of using mobile gadgets in educational activities during visualization of demonstration material, questionnaires, testing, and also during distance learning were considered. The systematic mobile devices use was indicated in order to improve the efficiency of the educational process.

Źródło:

Advances in Science and Technology. Research Journal; 2019, 13, 3; 86-89
2299-8624

Pojawia się w:

Advances in Science and Technology. Research Journal

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

Stosowanie kodów QR w stymulowaniu edukacji matematycznej i informatycznej
Applying QR Codes in Facilitating Mathematics and Informatics Education

Autorzy:

Koreňová, Lilla
Hvorecký, Jozef

Powiązania:

https://bibliotekanauki.pl/articles/448416.pdf

Data publikacji:

2018

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

kod QR
informatyka
uczenie się z wykorzystaniem aplikacji mobilnych
uczenie się na odległość
QR code
educational technology
mobile learning
distance education

Opis:

QR codes are usually discussed in the context of mobile learning. In our article, we show other opportunities of their use with special focus on mathematics and informatics education and its methodology. Appropriately placed QR codes can, for example, be applied to create a feedback for both students and teachers, as an additional source of problems in a problem solver or a worksheet, or as an input gate to a didactic game. The addressees use their smartphones to read their selected QR code. The code refers to a file containing the data files predesigned and stored by their educator or the author of learning materials. The data are then used in accordance with their educator’s instruction. Similarly, a QR code can link additional information sources in a worksheet or open the student’s gate to the course/instructor evaluation. In the paper, we portray such an approach using examples from various fields of mathematics, statistics, and databases. Finally, we discuss advantages and disadvantages of this approach.
Temat kodów QR porusza się w kontekście uczenia się z wykorzystaniem aplikacji mobilnych. W artykule przedstawiono inne możliwości wykorzystania tych kodów z podkreśleniem edukacji matematycznej i informatycznej oraz ich metodologii. Kody QR, właściwie umiejscowione, mogąbyć na przykład użyte w tworzeniu informacji zwrotnej dla zarówno uczniów, jak i nauczycieli, jako dodatkowe źródło zadań problemowych w aplikacjach nauczających rozwiązywania problemów lub kartach zadań, lub też jako bramka informacji w grze dydaktycznej. Uczniowie używają smartfonów, by przeczytać wybrany kod QR. Kod odnosi się do katalogu zawierającego pliki z danymi wcześniej przygotowanymi oraz zapisanymi przez nauczyciela lub twórcę materiałów dydaktycznych. Dane te są następnie wykorzystywane zgodnie z instrukcją nauczyciela. Kod QR może również służyć do po-wiązania źródeł dodatkowej informacji na karcie pracy lub otworzyć uczniowi bramkę umożliwiającąewaluację kursu lub wydanie oceny przez instruktora. W artykule przedstawiono przykład takiego podejścia z różnych obszarów matematyki, statystyki oraz baz danych. Na zakończenie omówiono zalety i wady takiego podejścia.

Źródło:

International Journal of Research in E-learning IJREL; 2018, 4, 2; 33-44
2451-2583
2543-6155

Pojawia się w:

International Journal of Research in E-learning IJREL

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

Children within Mobile Technology: Interacting and Learning

Autorzy:

Bougsiaa, Hussein

Powiązania:

https://bibliotekanauki.pl/articles/944415.pdf

Data publikacji:

2013-12-03

Wydawca:

Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego

Opis:

This article analyses the research question of how learners utilize hand-held mobile technology for learning of children. Mobile technology is an „anywhere, anytime”, creative learning tool that has the potential to support the development of self-regulated learners. The article examines user defined utilization of the mobile technology in elementary education settings: a comprehensive examination of the integration of digital mobile technology in an elementary school. Specific student use, independent of prescribed teacher use, is considered in examining the self-regulated learning supported by the mobile technology.   English proofreading: Anna Moroz-Darska The proofreading was financed with funds made available by the Ministry of Finance and Higher Education under contract No. 661/P-DUN/2018 of 13 July 2018 as a part of the execution of task 1: the creation of English-language versions of the issued publications in 2018.

Źródło:

Ars Educandi; 2013, 10; 49-62
2083-0947

Pojawia się w:

Ars Educandi

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

Coherence Model of Instruction

Autorzy:

Kapoun, Pavel

Powiązania:

https://bibliotekanauki.pl/articles/448436.pdf

Data publikacji:

2017-04-11

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

retention of the curriculum in long-term memory
excursion
coherence model of instruction
cooperative learning
mobile learning
museum pedagogy and didactics
understanding in context
spatial learning strategies

Opis:

The article deals with three main issues: the understanding of curriculum in context, the ability of contextualisation, and retention of knowledge in long-term memory. The paper first suggests principles based on the coherence model of instruction, which aims to achieve coherence of knowledge of isolated facts through a network of semantic relationships. Then, the theoretical basis of the model is described, including spatial learning strategies, cooperative learning, and excursions in an authentic environment supported by mobile devices. A methodology of teaching was designed according to the principles of the coherence model, and a virtual guide through educational exhibitions was developed. The virtual guide was tested with students of a primary school during an experimental lecture in the Ostrava Zoo. An evaluation of the coherence model and the virtual guide was carried out using three methods: an observation of students’ behaviour and learning during the experimental lecture, a pedagogical experiment, and an evaluation of questionnaires. The results of the evaluation proved that the coherence model of instruction has a positive impact on understanding in context, ability of contextualisation, and retention of the curriculum in long-term memory.

Źródło:

International Journal of Research in E-learning IJREL; 2016, 2, 2; 81-91
2451-2583
2543-6155

Pojawia się w:

International Journal of Research in E-learning IJREL

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

Tytuł:

VOCABULARY LEARNING IN THE MOBILE-ASSISTED FLIPPED CLASSROOM IN AN IRANIAN EFL CONTEXT

Autorzy:

Jalili, Shahriar
Khalaji, Hamidreza
Ahmadi, Hossein

Powiązania:

https://bibliotekanauki.pl/articles/955956.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

flipped learning
mobile-assisted language learning
technology

Opis:

The emergence of flipped instruction has provided new opportunities to improve English language learning. The present study attempted to investigate the effects of flipped learning strategy on enhancing the vocabulary knowledge of Iranian EFL learners. To this end, the authors assigned 26 learners from an English institute to the flipped and conventional groups. They adopted a two-group counterbalanced design in this research. In the flipped classroom, the teacher posted the course materials via Telegram in advance to the class. Inside the classroom, the participants engaged in various peer and group activities including pre-communicative sentence arrangement, communicative tasks, pair, and group discussion, role-play and storytelling. The data were from multiple data sources including a vocabulary knowledge test, a student-recorded portfolio and interviews. The results revealed that the participants performed better in the conventional classroom than the flipped learning classroom. However, they did not have positive attitudes toward inverted learning. The authors presented insights into the impacts of flipped instruction on the quality of vocabulary learning and offered recommendations and implications for future practice.

Źródło:

Teaching English with Technology; 2020, 20, 4; 82-95
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 26.

Tytuł:

PLICKERS AND THE PEDAGOGICAL PRACTICALITY OF FAST FORMATIVE ASSESSMENT

Autorzy:

Kent, David

Powiązania:

https://bibliotekanauki.pl/articles/955964.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

mobile-assisted language learning
formative assessment
Plickers

Opis:

Student Response Systems (SRS) can provide effective, immediate, and efficient feedback to students, particularly when undertaking formative assessment. Coupled with active learning approaches, the use of such systems can be beneficial for English language learners by providing opportunities for increased engagement with content and reflection on their knowledge gaps. These opportunities can then potentially lead to increased learner participation, motivation, and linguistic skill development. As an SRS system, the pedagogical practicality of using and developing content with the Plickers application is reviewed, with features of the application presented in detail. Methods of applying the application, determining how it aligns with technological frameworks, and presenting the potential of the application for use in the language teaching context are also presented. Ultimately as a tool that can be used to engage students of all ages in formative assessment, it is unique in that it can do this by taking technology out of learner hands while simultaneously assessing all students at once.

Źródło:

Teaching English with Technology; 2019, 19, 3; 90-104
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

DEVELOPING EFL ELEMENTARY LEARNERS’ WRITING SKILLS THROUGH MOBILE-ASSISTED LANGUAGE LEARNING (MALL)

Autorzy:

Gharehblagh, Nasibeh Mahi
Nasri, Najmeh

Powiązania:

https://bibliotekanauki.pl/articles/955782.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

MALL
mobile technology
m-learning
writing skills

Opis:

This study aimed to investigate the effect of Mobile-Assisted Language Learning (MALL) as compared to paper-based instruction in the development of Iranian EFL elementary learners’ writing skills. The research purpose was threefold: 1) to investigate the effect of MALL on elementary learners’ writing skills; 2) to make a comparison between the obtained results of MALL and pencil-and-paper methods, and 3) to assess elementary students’ attitudes about learner involvement in collaborative learning (CL) settings through mobile phone (MPh) interactions. For this purpose, 30 Iranian EFL elementary students were selected and randomly assigned to two groups: one experimental and one control. While the experimental sample received mobile-based instructions on their writing assignments, the students in the placebo group were provided with only paper-based instruction. The findings revealed that the participants in both groups showed considerable improvement on the immediate and delayed writing post-tests; however, on average, those in the experimental MALL group were shown to have outperformed the students in the control group significantly. Not surprisingly, the learners in the treatment group had made fewer errors on the targeted grammatical structures like the use of adjectives, possessives and simple present tense compared to those in the control sample. Finally, the results of the post hoc interview reflected that MALL learners felt positively about the utility of mobile technology in writing classes. Essentially, the findings could be of great help to EFL teachers, EFL learners, and course designers.

Źródło:

Teaching English with Technology; 2020, 20, 1; 104-121
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

Tytuł:

Programowalna platforma mobilna do nauki programowania
Programmable mobile platform for learning programming

Autorzy:

Chudziński, Daniel
Kotlarz, Piotr
Kempiński, Marcin

Powiązania:

https://bibliotekanauki.pl/articles/41206371.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Kazimierza Wielkiego w Bydgoszczy

Tematy:

Arduino
programowanie
uczenie się
programming
learning

Opis:

W artykule przedstawiono możliwości wykorzystania niskobudżetowych technologii do budowy programowalnych kołowych platform mobilnych, między innymi do zastosowań edukacyjnych. Prototyp opracowanej platformy porusza się z wykorzystaniem dwóch silników DC, komputer pokładowy to moduł Arduino Uno.
Athe article shows possibilities of appication of low-cost technologies to construction programmable wheeled mobile platforms for multipurpose use, including learning. The prototype moves thanks to use of two DC motors. Onboard copmputer is based on Arduino Uno.

Źródło:

Studia i Materiały Informatyki Stosowanej; 2019, 2; 5-9
1689-6300

Pojawia się w:

Studia i Materiały Informatyki Stosowanej

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 29.

Tytuł:

A machine learning-based mobile robot visual homing approach

Autorzy:

Zhu, Q.
Ji, X.
Wang, J.
Cai, C.

Powiązania:

https://bibliotekanauki.pl/articles/201706.pdf

Data publikacji:

2018

Wydawca:

Polska Akademia Nauk. Czytelnia Czasopism PAN

Tematy:

robot navigation
visual homing
panoramic vision sensors
machine learning
homing performance
nawigacja robotów
panoramiczny czujnik wizyjny
uczenie maszynowe

Opis:

Visual homing enables mobile robots to move towards a previously visited location solely based on panoramic vision sensors. In this paper, a SIFT-based visual homing approach incorporating machine learning is presented. The proposed approach can reduce the impact of inaccurate landmarks on the performance, and generate more precise home direction with simple model. The effectiveness of the proposed approach is verified on both panoramic image databases and actual mobile robot, experimental results reveal that compared to some traditional visual homing methods, the proposed approach exhibits better homing performance and adaptability in both static and dynamic environments.

Źródło:

Bulletin of the Polish Academy of Sciences. Technical Sciences; 2018, 66, 5; 621-634
0239-7528

Pojawia się w:

Bulletin of the Polish Academy of Sciences. Technical Sciences

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

QUIZLET IN THE EFL CLASSROOM: ENHANCING ACADEMIC VOCABULARY ACQUISITION OF JAPANESE UNIVERSITY STUDENTS

Autorzy:

Dizon, Gilbert

Powiązania:

https://bibliotekanauki.pl/articles/955471.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

Computer-Assisted Language Learning
mobile-assisted language learning
vocabulary

Opis:

This study examined the efficacy of using Quizlet, a popular online study tool, to develop L2 English vocabulary. A total of 9 Japanese university EFL students participated in the study. The learners studied Coxhead’s (2001) academic vocabulary list (AWL) via Quizlet over the course of 10 weeks. Results of the pre- and post-tests revealed that the learners were able to make statistically significant gains. Moreover, a questionnaire administered by the researcher indicated that the students had positive perceptions of Quizlet to study L2 vocabulary. Specifically, all three constructs studied – perceived usefulness, perceived ease of use, and behavioral intention to use Quizlet – had mean scores greater than 4 on a 5-point Likert scale, indicating a high-level of agreement. Based on these findings, the author supports the use of Quizlet in the EFL classroom.

Źródło:

Teaching English with Technology; 2016, 16, 2; 40-56
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

Training of higher education applicants through internet usage with the specialization in “Christian Pedagogy”
Szkolenie kandydatów na studia wyższe na specjalności „pedagogika chrześcijańska” z wykorzystaniem internetu

Autorzy:

Ryabova, Zoya
Sidanich, Tetiana

Powiązania:

https://bibliotekanauki.pl/articles/564520.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego

Tematy:

Internet communications
educational and professional program
information
online designers
training of higher education applicants
mobile messengers
mobile learning
komunikacja internetowa
program edukacyjno-zawodowy
twórcy internetowi
szkolenie kandydatów na studia wyższe
mobilne komunikatory
mobilne nauczanie

Opis:

The article foreground the problem of the Internet usage for information exchange, the search for new knowledge and free access to educational services in the process of obtaining higher education in order to ensure lifelong learning of the individual. The names of domestic scholars having developed the issues of specialists training in higher educational institutions are given as well as the usage of computer technologies in the educational process and the content of training within the educational and professional program “Christian Pedagogy in Higher Education”. The content of the article analyzes the level of elaboration and feasibility of the united system of computer networks for theinformation exchange between scientific and pedagogical workers involved in the educational process and applicants for higher education; research methodology and its objectis determined. The results of given scientific work contain task assignment for future teachers training in Christian pedagogy, the general content of the relevant educational and professional program, the existing informational and educational environment, Internet communication channels. The article represents the essence and gives examples of mobile learning of students using the communication channel- Viber.
W artykule przedstawiono problematykę użytkowania Internetu w celu wymiany informacji, poszukiwania wiedzy i wolnego dostępu do usług edukacyjnych w procesie zdobywania wyższego wykształcenia w ramach realizacji nauki przez całe życie. Podano nazwiska krajowych naukowców, którzy rozwinęli problematykę szkoleń specjalistów w instytucjach edukacji wyższej. Zaprezentowano także sposób użytkowania technologii komputerowych w procesie edukacyjnym i opisano przebieg szkolenia w ramach edukacyjno-zawodowego programu Pedagogika chrześcijańska w edukacji wyższej. W artykule przeanalizowano stopień opracowania i zastosowania zintegrowanego systemu sieci komputerowej do wymiany informacji pomiędzy naukowcami i pracownikami naukowymi zaangażowanymi w proces edukacyjny oraz kandydatami na studia wyższe; określono metodologię badań i jej przedmiot. Wyniki przedstawionej pracy naukowej zawierają listę zadań dla przyszłych nauczycieli szkolących w zakresie pedagogiki chrześcijańskiej, zasadniczą treść programu edukacyjno-zawodowego, opis istniejącego środowiska informacyjnego i edukacyjnego oraz programów komunikacji internetowej. Artykuł przedstawia istotę i podaje przykłady mobilnej nauki studentów z użyciem komunikatora Viber.

Źródło:

Kultura – Przemiany – Edukacja; 2018, 6; 256-267
2300-9888
2544-1205

Pojawia się w:

Kultura – Przemiany – Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

Teoria wielostronnego kształcenia osobowości podstawą sytuacji edukacyjnych z informatyki w gimnazjum
Theory Multilateral Education of Personality Based on Educationally Situations of Computer Science Learning in Junior High School

Autorzy:

Miterka, Elżbieta

Powiązania:

https://bibliotekanauki.pl/articles/1811105.pdf

Data publikacji:

2015

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

sytuacja edukacyjna
teoria wielostronnego kształcenia
proces nauczania--uczenia się informatyki w gimnazjum
model mobilnego kształcenia
educational situation
multilateral theory of education
the process of teaching-learning of computer science in junior high school
the model of mobile learning

Opis:

Artykuł prezentuje podstawy procesu kształcenia informatycznego dla III etapu edukacyjnego w świetle teorii wielostronnego kształcenia osobowości i sytuacji edukacyjnych, które mogą stanowić fundament w procesie jego realizacji. Teoria ta, opierając się na złożonym procesie rozwoju człowieka, dokonującym się pod wpływem kształcenia, traktuje wychowanka i jego osobowość jako harmonijną całość, której kształcenie następuje poprzez rozbudzanie i rozwijanie zdolności poznawczych, motywacji i życia uczuciowego oraz zdolności do twórczej działalności praktycznej. Efektem takiego procesu nauczania-uczenia się jest spójnie ukształtowana osobowość ucznia, gotowa na wybór i przyswajanie dostępnych informacji, jak i rozwiązywanie zagadnień teoretycznych i praktycznych, a zarazem przeżywająca treści naukowe, społeczne, moralne i estetyczne oraz biorąca czynny udział w przekształcaniu otaczającej rzeczywistości.
Article presents the theoretical foundations of computer education process for the third stage of education in the light of the theory multilateral education of personality and educationally situations that can be the foundation in the process of computer science learning. This theory is based on the complex process of human development, maked under the influence of education with treats juvenile and his personality as a harmonious whole, which education takes through the awakening and development of cognitive skills, motivation and emotional life and the ability to creative practical activity. The result of such a process of teaching-learning is consistently shaped the personality of the student, ready for selection and assimilation of available information and solving theoretical and practical problems, surviving scientific content, social, moral, and aesthetic and taking an active part in the transformation of the surrounding reality.

Źródło:

Roczniki Pedagogiczne; 2015, 7(43), 2; 23-38
2080-850X

Pojawia się w:

Roczniki Pedagogiczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 33.

Tytuł:

THE EFFECT OF MALL-BASED TASKS ON EFL LEARNERS GRAMMAR LEARNING

Autorzy:

Farzaneh, Khodabandeh
Jalal, ed-din Alian
Hassan, Soleimani

Powiązania:

https://bibliotekanauki.pl/articles/955870.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

grammar learning
Mobile Assisted Language Learning (MALL)
photocopied questions
social networks
tasks

Opis:

Many studies have confirmed the importance of tasks on language learning. Nowadays, many teachers apply different kinds of tasks in their classrooms. The current study investigated the effect of mobile assisted language learning tasks (MALL) on participants’ English grammar learning. The researcher administered a pre-validated grammar test to 90 junior high school participants aged between 14 to 16 with the mean age 15. The researcher taught grammar to both groups inductively and asked the participants to do their assignments according to their group’s tasks. Based on the post-test results, it can be concluded that the experimental groups had better results than the control group. The study supports the hypothesis that sharing tasks in virtual networks can have positive results for language learning, specifically grammar learning.

Źródło:

Teaching English with Technology; 2017, 17, 2; 29-41
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

Tytuł:

Gamified mobile-assisted formative assessment for reviving undergraduate learners’ overall language proficiency: a quasi-experimental study

Autorzy:

Yassin, Baderaddin
Abdulgalil Abugohar, Mohammed

Powiązania:

https://bibliotekanauki.pl/articles/2087263.pdf

Data publikacji:

2022

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

English Language Learners (ELLs)
Mobile-Assisted Language Learning (MALL)
Formative Assessment
Oxford Placement Test (OPT)
Adult Learning

Opis:

The lack of opportunities to practice the English language outside the English as a Foreign Language (EFL) classroom can prevent English language learners (ELLs) from promoting their language proficiency to high standards. This lack makes the progress from one level of English to the next one a hard mission for Arab students. Subsequently, students’ mastery of the English language is often not expected to occur without frequent practice and organized formative assessment. To enrich such methods of assessment, a mobile-assisted language learning (MALL) technique was adopted in a classroom formative assessment for holistic language proficiency of listening, vocabulary, and grammar to determine whether it would make a difference in results. For fourteen weeks, this quasi-experiment consisting of a pre-post-test one group design was carried out over two cycles of seven weeks each, with 598 participants. During the experiment, students practiced formative assessment conventionally during the first cycle, while this assessment was done with the medium of two mobile apps: Kahoot and Quizizz during the second cycle. The results of the Oxford Placement Test (OPT), replicated as the pre-test and post-test, indicated that mobile-assisted formative assessment resulted in a statistically-significant positive influence of using mobile apps on students’ overall language proficiency.

Źródło:

Teaching English with Technology; 2022, 22, 2; 69-89
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 35.

Tytuł:

Using Augmented Reality (AR) as an authoring tool in EFL through mobile computer-supported collaborative learning

Autorzy:

Belda-Medina, Jose

Powiązania:

https://bibliotekanauki.pl/articles/2087315.pdf

Data publikacji:

2022

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

Augmented Reality
attitudes
creative skills
collaboration
language learning

Opis:

Several studies have been published to date about the use of Augmented Reality (AR) as a breakthrough technology in education, but most of them focused on the impact of using prepackaged information on student motivation and engagement. This paper analyzes the affordances and limitations of AR in second language learning, emphasizing its potential as transformative rather than delivery technology in teacher training programs. The novelty of this research is that it examines the attitudes and creative skills of pre-service teachers to meaningfully integrate AR-based projects aimed at teaching English from a Computer-Supported Collaborative Learning model. The sample size was 229 Education students from the University of Alicante (Spain), who created 47 vision-based and location-based projects through different authoring tools, and utilized them to teach English to children. Quantitative and qualitative data were gathered through a pre-post-test, teaching experience videos and class debates. The research findings revealed that the teacher candidates lack practical training in AR content creation and implementation from a technological and pedagogical perspective, but their attitudes towards AR integration as transformative technology were very positive, particularly regarding student attention, collaboration and shared enjoyment. Spearman’s Rho correlation coefficient also demonstrated a relationship between positive attitudes towards AR integration in EFL and the level of difficulty perceived by participants.

Źródło:

Teaching English with Technology; 2022, 22, 2; 115-135
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 36.

Tytuł:

Dzieci w kulturze mobilnej. Partycypacja, uczenie się i emancypacja pokolenia „cyfrowych tubylców”
Children in Mobile Culture. Participation, Learning and Emancipation of “Digital Natives”

Autorzy:

Bougsiaa, Hussein
Kopciewicz, Lucyna

Powiązania:

https://bibliotekanauki.pl/articles/2142451.pdf

Data publikacji:

2016-03-31

Wydawca:

Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Tematy:

mobilność
kultura cyfrowa
urządzenia mobilne
dzieci
socjalizacja
uczenie się
mobility
digital culture
mobile devices
children
socialization
learning

Opis:

Kontakt dzieci i młodzieży ze współczesnymi technologiami wywiera wyraźny wpływ na kierunek rozwoju społeczeństwa. Autorzy poddają dyskusji pojęcia wprowadzone przez M. Prensky’ego: cyfrowych tubylców i cyfrowych imigrantów, w celu identyfikacji i opisania luki w sposobach korzystania z technologii i Internetu przez dwa pokolenia. Autorzy analizują wzorce uczenia się, poznawania i działania dzieci w kulturze cyfrowej. Proponują pojęcie „cyfrowych uchodźców” jako nowej metafory istotnie zmieniającej sposób myślenia o współczesnej technologii i jej społeczno-kulturowej roli.
The exposure of children and young people to technology is strongly affecting the way in which socjety develops. The authors explore the notions introduced by Marc Prensky – digital natives and digital immigrants, to identify and describe the gap in the way two generations deal with technology and internet. The authors examine the patterns of children’s learning, cognition and action within the digital culture and propose the notion of “digital refugees” as a new metaphor relevant to change the way of thinking about technology and its socio-cultural role.

Źródło:

Teraźniejszość – Człowiek – Edukacja; 2016, 19, 1(73); 139-154
1505-8808
2450-3428

Pojawia się w:

Teraźniejszość – Człowiek – Edukacja

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 37.

Tytuł:

Some improvements in the reinforcement learning of a mobile robot
Uczenie ze wzmocnieniem robotów mobilnych - propozycje usprawnień

Autorzy:

Pluciński, M.

Powiązania:

https://bibliotekanauki.pl/articles/153411.pdf

Data publikacji:

2010

Wydawca:

Stowarzyszenie Inżynierów i Techników Mechaników Polskich

Tematy:

uczenie ze wzmocnieniem
sieci neuronowe RBF
roboty mobilne
reinforcement learning
probabilistic RBF neural network
mobile robot

Opis:

The paper presents application of the reinforcement learning to autonomous mobile robot moving learning in an unknown, stationary environment. The robot movement policy was represented by a probabilistic RBF neural network. As the learning process was very slow or even impossible for complicated environments, there are presented some improvements, which were found out to be very effective in most cases.
W artykule zaprezentowane jest zastosowanie uczenia ze wzmocnieniem w poszukiwaniu strategii ruchu autonomicznego robota mobilnego w nieznanym, stacjonarnym środowisku. Zadaniem robota jest dotarcie do zadanego i znanego mu punktu docelowego jak najkrótszą drogą i bez kolizji z przeszkodami. Stan robota określa jego położenie w stałym (związanym ze środowiskiem) układzie współrzędnych, natomiast akcja wyznaczana jest jako zadany kierunek ruchu. Strategia robota zdefiniowana jest pośrednio za pomocą funkcji wartości, którą reprezentuje sztuczna sieć neuronowa typu RBF. Sieci tego typu są łatwe w uczeniu, a dodatkowo ich parametry umożliwiają wygodną interpretację realizowanego odwzorowania. Ponieważ w ogólnym przypadku uczenie robota jest bardzo trudne, a w skomplikowanych środowiskach praktycznie niemożliwe, stąd w artykule zaprezentowanych jest kilka propozycji jego usprawnienia. Opisane są eksperymenty: z wykorzystaniem ujemnych wzmocnień generowanych przez przeszkody, z zastosowaniem heurystycznych sposobów podpowiadania robotowi właściwych zachowań w "trudnych" sytuacjach oraz z wykorzystaniem uczenia stopniowego. Badania wykazały, że najlepsze efekty uczenia dało połączenie dwóch ostatnich technik.

Źródło:

Pomiary Automatyka Kontrola; 2010, R. 56, nr 12, 12; 1470-1473
0032-4140

Pojawia się w:

Pomiary Automatyka Kontrola

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 38.

Tytuł:

An overview of popular website platforms and mobile apps for language learning
Popularne platformy internetowe i aplikacje mobilne do nauki języków obcych

Autorzy:

Bączkowska, Anna

Powiązania:

https://bibliotekanauki.pl/articles/2050962.pdf

Data publikacji:

2021-12-15

Wydawca:

Ateneum - Akademia Nauk Stosowanych w Gdańsku

Tematy:

language learning
website platforms
mobile apps for language learning
constructivism
CALL
uczenie się języków
platformy internetowe
aplikacje mobilne do nauki języków
konstruktywizm
uczenie się języków wspomagane komputerowo

Opis:

This paper aims at providing a survey of the most popular online educational platforms and mobile apps for language learning. It gives an overview of the development and current trends in what is generally labelled computer-assisted language learning (CALL) with reference to select pedagogical theories; in particular, those embedded in the theoretical framework of broadly defined constructivism, as well as select learning processes, including self-regulation, self-directed learning, personal knowledge management and the concept of learner autonomy. Following this theoretical backdrop, the analysis of 30 educational platforms for language learning is presented, which were evaluated against several criteria, such as accessibility, revised Bloom et al.’s taxonomy of learning outcomes, language levels, typology of exercises, etc.
Celem artykułu jest dokonanie przeglądu najpopularniejszych platform edukacyjnych i aplikacji mobilnych do nauki języków obcych. Na wstępie zarysowany jest rozwój tzw. CALL (ComputerAssisted Language Learning), czyli nauki języków wspomaganej komputerowo, w odniesieniu do wybranych teorii pedagogicznych, w szczególności teorii z zakresu szeroko rozumianego konstruktywizmu. Ponadto, objaśnione są wybrane procesy uczenia się, takie jak samoregulacja, uczenie się bez nadzoru, zarządzanie własną wiedzą oraz związane z nim pojęcie autonomii ucznia. W drugiej części artykułu przedstawiona jest analiza 30 platform/aplikacji edukacyjnych do nauki języków, którą przeprowadzono według kilku kryteriów, takich jak dostępność, efekty uczenia się według zrewidowanej taksonomii Blooma i in., poziomy językowe, typologia ćwiczeń itp.

Źródło:

Forum Filologiczne Ateneum; 2021, 9, 1; 9-35
2353-2912
2719-8537

Pojawia się w:

Forum Filologiczne Ateneum

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 39.

Tytuł:

Aplikacje mobilne w akademickiej dydaktyce językowej na przykładzie wykorzystania platformy Duolingo w nauczaniu języka rosyjskiego
Mobile applications in academic language education using the example of the Duolingo platform in teaching Russian

Autorzy:

Gajda, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/52566883.pdf

Data publikacji:

2024

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

modern technologies
mobile applications
mobile assisted language learning
teaching strategies
teaching the Russian language
nowoczesne technologie
strategie nauczania
aplikacje mobilne
nauczanie językowe wspomagane technologiami mobilnymi
nauczanie języka rosyjskiego

Opis:

In the last decade, there has been a marked increase in interest in the use of mobile technologies in education, especially in language teaching. In the context of Mobile Assisted Language Learning (MALL), mobile applications offer unique features such as personalization, interactivity, and access to online resources, promoting individual language learning processes and supporting traditional teaching methods. This article focuses on the analysis of the effectiveness of the Duolingo application in teaching Russian at the University of Warsaw. The study was conducted in the summer semester of 2021/2022 with a group of 78 students. The results confirmed the positive impact of Duolingo on student engagement and the efficiency of material assimilation, while emphasizing the need for technical and educational support for the full use of the application. Study participants were keen on using Duolingo, particularly appreciating the reading lessons, although exercises aimed at developing speaking and writing skills were perceived as less effective. The conclusions of the study indicate the need for further research on the application of Duolingo in foreign language teaching and the analysis of its materials in the context of glottodidactics.

Źródło:

Neofilolog; 2024, 62/1; 312-332
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 40.

Tytuł:

The application for learning launguages on the base of mobile platforms

Autorzy:

ALEXANDROV, Dmitry
SALEH, Hadi
TAHAAN, Osama
ALEXANDROVA, Evgenija

Powiązania:

https://bibliotekanauki.pl/articles/456883.pdf

Data publikacji:

2014

Wydawca:

Uniwersytet Rzeszowski

Tematy:

ABC
libGDX
Android
game
mobile system alphabet
teach kids

Opis:

The article is devoted to questions of development of mobile applications based on Android OS for teaching children. This article describes the basic components and structure of the mobile application. Learning's process should be unobtrusive and at the same time should be interesting.

Źródło:

Edukacja-Technika-Informatyka; 2014, 5, 2; 345-347
2080-9069

Pojawia się w:

Edukacja-Technika-Informatyka

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 41.

Tytuł:

21st CENTURY LEARNING SKILLS AND AUTONOMY: STUDENTS’ PERCEPTIONS OF MOBILE DEVICES IN THE THAI EFL CONTEXT

Autorzy:

Howlett, Graham
Zainee, Waemusa

Powiązania:

https://bibliotekanauki.pl/articles/955465.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

mobile devices in EFL context
MALL
21st century learning skills
learner autonomy

Opis:

This study examined the extent to which English as a Foreign Language (EFL) high-school students believed mobile devices increase learning and learner satisfaction in the Thai school/classroom context, and whether they are prepared for autonomous learning using these devices. The participants were 277 students in eight high-schools in Southern Thailand who completed a questionnaire constructed around the core competencies of 21st century learning skills and autonomous traits in relation to mobile device use. The findings indicated that students had access/ability to use mobile devices, and either agreed/strongly agreed that mobile devices increase their learning potential and satisfaction, suggesting they are ready for autonomous learning using mobile devices in partnership with their 21st century learning skills. Recommendations are made for teachers and policy-makers to allow students to complement their learning using mobile devices.

Źródło:

Teaching English with Technology; 2019, 19, 1; 72-85
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 42.

Tytuł:

Wymogi tworzenia systemu gier edukacyjnych dla uczniów szkoły podstawowej z wykorzystaniem aplikacji mobilnych
Requirements for Creating a Game Learning System Using Mobile Applications for Primary School Students

Autorzy:

Bilous, Vladyslav

Powiązania:

https://bibliotekanauki.pl/articles/448367.pdf

Data publikacji:

2018

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

modele gier dla platform mobilnych
urządzenia mobilne
kompetencje miękkie
kompetencje twarde
uczniowie szkoły podstawowej
innowacyjne uczenie się
klasyfikacja gier edukacyjnych
BYOD
gaming models of mobile platforms
mobile devices
soft skills
hard skills
elementary school children
innovative learning
classification of educational games

Opis:

An interest in integration of mobile applications in education will continue to rise. What is necessary nowadays are such didactic methods that will facilitate and accelerate the transmission of knowledge to students, activate a process of mastering knowledge, teach them to undertake independent work with the given material, and enhance the productivity of educational process and teachers’ work. Such methods of studies can be realised on the basis of the use of information technologies in education. The basic problem is a requirement to develop methods and resources for support of the use of mobile technologies by elementary school students. Mobile technologies can make the learning process more interesting, answer the requirements of today, and give necessary information at the right time. In this model, the activity approach will be employed. The cognitive activity of a child will get organised in such a form that opens him or her for knowledge, so that learning becomes the main activity, as required by the discussed programmes. The article analyses the game models necessary for the education and development of children of elementary school age. The contents of mobile platform gaming models are revealed. The article also provides the classification of the proposed products that promote the learning and development of a child, the so-called soft skills and hard skills. The suggestions for using gaming models on different devices are given. The requirements for the use of gaming models of mobile platforms in the educational process are offered.
Zainteresowanie zintegrowaniem aplikacji mobilnych z edukacją będzie stale wzrastało. W dzi-siejszych czasach potrzebne są takie metody nauczania, które ułatwią i przyspieszą przekazywanie wiedzy uczniom, zaktywują proces opanowania wiedzy, nauczą samodzielnej pracy z materiałem, a także zwiększą efektywność nauczania i pracy nauczycieli. Takie metody nauczania mogą być reali-zowane dzięki wykorzystaniu w edukacji technologii informacyjnych. Podstawowym problemem jest wymóg opracowania metod i zasobów wsparcia użycia technologii aplikacji mobilnych w nauczaniu i uczeniu się z szkole podstawowej. Technologie mobilne mogą uczynić proces nauczania i uczenia się bardziej interesującym, spełniającym wymogi współczesnych czasów oraz dostarczającym ko-niecznych informacji we właściwym czasie. W opisywanym modelu wykorzystane jest podejście oparte na aktywności uczniów. Poznawcza aktywność dziecka ma zostać zorganizowana w takiej formie, by uczeń mógł się otworzyć na wiedzę, a uczenie się stało się główną aktywnością, zgodnie z wymogami programów. W artykule przeanalizowano modele gier potrzebnych w rozwoju i edu-kacji dzieci w szkole podstawowej. Przedstawiono treść platform do gier dla aplikacji mobilnych. W dokonanym przeglądzie zaproponowano klasyfikację proponowanych produktów, które promująuczenie się i rozwój dziecka, jego umiejętności określane jako kompetencje twarde i miękkie. Poda-no propozycje wykorzystania modeli gier dla różnego rodzaju urządzeń. W końcu przedstawiono wymogi dla wykorzystania modeli gier dla platform mobilnych w procesach edukacyjnych.

Źródło:

International Journal of Research in E-learning IJREL; 2018, 4, 1; 87-100
2451-2583
2543-6155

Pojawia się w:

International Journal of Research in E-learning IJREL

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 43.

Tytuł:

Use of Mobile Technologies to Promote Scientific Discovery Learning in Elementary School

Autorzy:

Lee, June
Koo, Yangmi
Kim, Yong-Lyun

Powiązania:

https://bibliotekanauki.pl/articles/26184010.pdf

Data publikacji:

2013-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

mobile technology
discovery learning
Smart Science

Opis:

The purpose of the study was to identify educational effects of a new learning method that integrates mobile-technology-based science learning with activity oriented discovery learning. The major finding of the study was that the mobile technology-based Science program enabled students to learn scientific knowledge through associated activities and creatively apply their knowledge to complete the mission of the learning. Also, the study found that the use of tablet PCs and SNS for scientific inquiry activities facilitated students to learn in fun ways, to collaborate with other students, and to share what they have learned with each other.

Źródło:

The New Educational Review; 2013, 32; 264-274
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 44.

Tytuł:

LEARNING ENGLISH LISTENING AND SPEAKING THROUGH BBC VOA PODCASTS: AN APP REVIEW

Autorzy:

Abdi, Samaneh
Makiabadi, Hossein

Powiązania:

https://bibliotekanauki.pl/articles/955963.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

mobile-assisted language leaning
learn English listening & speaking BBC/ VOA news
listening
speaking

Opis:

Knowing another language other than the first language is stereotypically regarded as a prestigious feature, distinguishing an individual from the rest of the community while providing him/her with more job opportunities. Nowadays, language classes are easily available through the expansion of recent technologies such as MALL (Mobile-Assisted Language Learning) and language learning applications (apps). App developers have been competing to design the most efficient apps to facilitate meaningful language learning by focusing on oral production and auditory reception to increase language learners' communicative competence. A characteristic app of the kind is Learning English Listening & Speaking BBC/ VOA News which offers learners a massive archive of updated BBC and VOA podcasts both online and offline. The current review intends to present a detailed description of the important features of this app.

Źródło:

Teaching English with Technology; 2019, 19, 2; 101-108
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 45.

Tytuł:

Learner Perspectives on Mobile Phone Integration for Vocabulary Development in Translation Classes

Autorzy:

Kayaoğlu, Mustafa Naci
Sağlamel, Hasan
Kobul, Mustafa Kerem

Powiązania:

https://bibliotekanauki.pl/articles/605926.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Tematy:

mobile phone
vocabulary development
learner perceptions
semi-structured interviews
language learning

Opis:

Der Band enthält die Abstracts ausschließlich in englischer Sprache.
Rapid changes in technology are reflected into all walks of education as well as language learning and teaching situations. In line with these changes, studies into the integration of mobile phones into language learning contexts, particularly to facilitate vocabulary acquisition, have spawned. However, learners’ perceptions regarding the impact of the integration of mobile technologies are not fully explored. This study aims at discovering learners’ perceptions of mobile phone integration in translation classes. Twenty-seven learners studying at an English Language and Literature department in a north-western Turkish university were sent SMS text messages including the target words before, during and after the translation courses for 6 weeks. Nine students who were selected based on their frequency of response rate, 3 the most frequent respondents, 3 average respondents and the least 3 respondents respectively, were interviewed. A content analysis of the semi-structured interviews reveals information about the learners’ mobile telephone use and their perceptions of mobile phone use for language learning purposes. The findings reveal that learners in general hold a positive opinion of mobile phone integration although some hesitations have been voiced. A discussion of learners’ perspectives on the current and future use of mobile phones is provided.  
Le numéro contient uniquement les résumés en anglais.
Том не содержит аннотаций на английском языке.

Źródło:

Lublin Studies in Modern Languages and Literature; 2017, 41, 1
0137-4699

Pojawia się w:

Lublin Studies in Modern Languages and Literature

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 46.

Tytuł:

SIGNIFICANCE OF SOCIAL APPLICATIONS ON A MOBILE PHONE FOR ENGLISH TASK-BASED LANGUAGE LEARNING

Autorzy:

Ahmad, Anmol
Farrukh, Fizza

Powiązania:

https://bibliotekanauki.pl/articles/955726.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

Mobile applications
language learning
MALL
English language

Opis:

The utter importance of knowing the English language cannot be denied today. Despite the existence of traditional methods for teaching a language in schools, a big number of children are left without the requisite knowledge of English as a result of which they fail to compete in the modern world. With English being a Lingua Franca, more efforts are mandatory to foster the English language learning abilities. This can be achieved by improving the traditional method of teaching by providing alternative means to ameliorate the effort. Keeping these aspects in view, research is being conducted to evaluate the performance of MOOCs (Massive Open Online Course) and MALL (Mobile Assisted Language Learning) to teach a language. However, this particular research will bring into the limelight a set of social networking applications commonly found in a mobile phone, which can serve as potential English Language Learning tools, due to the versatility of their features. Keeping in view the theories of Mastery Learning, Operant Conditioning, Sense of Community and Task-Based Teaching Principles, the social networking applications will be assessed. Therefore, this descriptive research aims to bring awareness on how the applications can be utilized to enhance task-based learning of English Language.

Źródło:

Teaching English with Technology; 2015, 15, 2; 94-105
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 47.

Tytuł:

Learning specific academic vocabulary using mall: experience from computer science students

Autorzy:

Simanjuntak, Risa Rumentha

Powiązania:

https://bibliotekanauki.pl/articles/2096317.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

ESAP
MALL
mobile dictionary
Computer Science

Opis:

This study investigated the experiences of students in learning specific academic English vocabularies (ESAP) through the use of a mobile dictionary called SPEARA. The mobile app was designed to help the students learn the use of specific words, providing definitions and examples of use from authentic sources. The study aimed at identifying points of learning students experienced when using the mobile-assisted language learning (MALL) by answering two questions: first, to what extent students improved their ESAP using MALL and second, how students perceived MALL for studying specific words in Computer Science. Data for this study were collected from 113 Computer Science students enrolled in English for Academic Purposes classes. Two data sets were compiled in this mixed-method study. The first data set consisted of test scores, and the second data set contained transcripts from interviews with students and students’ essays. Findings showed significant learning improvement in the use of MALL to students’ vocabulary knowledge (SD=0.992). Students perceived leaning using MALL to be both positive and rewarding. Interestingly, students revealed the use of MALL could not replace human interactions. Human interactions could enrich students’ understanding and allowed the exchange of ideas. Further implications on human-interactions in MALL and on the future investigation were also discussed.

Źródło:

Teaching English with Technology; 2020, 20, 5; 87-107
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 48.

Tytuł:

Mobile devices in instruction, the options of iPad in pedagogical innovation

Autorzy:

Antal, Antal, Péter
A, Ragab, El-Bialy

Powiązania:

https://bibliotekanauki.pl/articles/890419.pdf

Data publikacji:

2018-03-01

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

tablets
iPads
teaching
learning
educational model
Challenge Based Learning
CBL
Apple Classrooms of Tomorrow – Today
ACOT

Opis:

The presentation outlines Apple’s educational policy, focusing on the following aspects of innovation: - Development of 21st century skills; - Curriculum development based on the integration of a wide range of mobile infrastructure; - Informative assessment that supports continuous development of skills and abilities through ICT-supported methodologies; - Social and emotional connection within digital culture; - Creativity and innovation as integral aspects of educational development; - 24/7 access to educational resources; The presentation will illustrate the educational model realised with the help of Apple technol-ogy, Challenge Based Learning (CBL) through an overview of results of the Apple Class-rooms of Tomorrow - Today, ACOT), an innovation project launched in 2008 and realised in hundreds of secondary schools worldwide. This model uses a learning environment based on mobile computing, just-in-time learning, self-authored textbooks by teachers produced through the iBooks Author software and projects by students planned and executed with the help of educational software applications designed for iPads. The presentation will show CBL adapted for the iPad experiment in Eger: - creation of an ACOT environment complete with 1:1 accessibility to iPads by teachers and students, collaborative tools and 7/24 accessibility to learning content; - tasks selected to foster strategic thinking; - social issues integrated in the curriculum through local and global case studies; - interdisciplinary approach to arts and science subjects; - development of 21st Century skills; - extensive use of Web 2.0 technologies for teaching and learning; - continuous documentation of the teaching and learning process through developing dis-cipline-based and interdisciplinary knowledge building communities.

Źródło:

International Journal of Pedagogy, Innovation and New Technologies; 2017, 4(2); 67-75
2392-0092

Pojawia się w:

International Journal of Pedagogy, Innovation and New Technologies

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 49.

Tytuł:

THEORETICAL IMPLEMENTATIONS OF VARIOUS MOBILE APPLICATIONS USED IN ENGLISH LANGUAGE LEARNING

Autorzy:

Small, Melissa

Powiązania:

https://bibliotekanauki.pl/articles/955751.pdf

Data publikacji:

2014

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

mobile phone technology
language learning
Mastery Learning Theory
Sense of Community

Opis:

This review of the theoretical framework for Mastery Learning Theory and Sense of Community theories is provided in conjunction with a review of the literature for mobile technology in relation to language learning. Although empirical research is minimal for mobile phone technology as an aid for language learning, the empirical research that exists positively points toward mobile phone technology as a tool that is becoming more widely used and accepted by second language teachers. A conceptual application of the theoretical frameworks is applied to the use of mobile phone technology as a teaching aid for language learners, with the conclusion that there is an overlap worth researching empirically.

Źródło:

Teaching English with Technology; 2014, 14, 1; 35-46
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 50.

Tytuł:

A compact DQN model for mobile agents with collision avoidance

Autorzy:

Kamola, Mariusz

Powiązania:

https://bibliotekanauki.pl/articles/27314243.pdf

Data publikacji:

2023

Wydawca:

Sieć Badawcza Łukasiewicz - Przemysłowy Instytut Automatyki i Pomiarów

Tematy:

Q‐learning
DQN
reinforcement learning

Opis:

This paper presents a complete simulation and reinforce‐ ment learning solution to train mobile agents’ strategy of route tracking and avoiding mutual collisions. The aim was to achieve such functionality with limited resources, w.r.t. model input and model size itself. The designed models prove to keep agents safely on the track. Colli‐ sion avoidance agent’s skills developed in the course of model training are primitive but rational. Small size of the model allows fast training with limited computational resources.

Źródło:

Journal of Automation Mobile Robotics and Intelligent Systems; 2023, 17, 2; 28--35
1897-8649
2080-2145

Pojawia się w:

Journal of Automation Mobile Robotics and Intelligent Systems

Dostawca treści:

Biblioteka Nauki

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