Abstract
In this study, a problem-posing strategy is proposed for supporting collaborative mobile learning activities. Accordingly, a mobile learning environment has been developed, and an experiment on a local culture course has been conducted to evaluate the effectiveness of the proposed approach. Three classes of an elementary school in southern Taiwan participated in the experiment. One class was the experimental group who learned with the problem-posing-based mobile learning approach, while the other two classes were the control groups who learned with the conventional mobile learning approach and the traditional problem-posing approach, respectively. The experimental results show that the new approach not only improved the students' learning achievement, but also promoted their local culture identity and group learning self-efficacy.
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