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Wyświetlanie 1-15 z 53
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
Wyświetlanie 1-15 z 53

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