Mobile Collaborative Learning Research Articles

초등영어 교육에서 문화간 의사소통 능력 향상을 위한 모바일 협력학습 기반 플립러닝 수업 방안

The present study aims to develop a flipped classroom (or flipped learning) plan using mobile collaborative learning in order to promote students’...

Nurturing Collaborative Networks of Mobile Learning Researchers and Practitioners

In this article, we present the development of a framework for supporting and facilitating collaborative networks of reflective practice using mobile social media. Developed throughout a two-year collaborative mobile learning project #NPF14LMD, the framework has subsequently been used to support two wider international networks of mobile learning researchers and practitioners. The #NPF14LMD project was a national project comprised of three universities and three polytechnics across New Zealand. One of the goals of the #NPF14LMD project was to create a collaborative network of practice across the six institutions participating in the project. The network provided a support and communication structure linking the six institutional communities of practice, enabling sharing of their experiences and a sense of belonging to a wider national and international community. This article outlines the use of mobile social media to facilitate the #NPF14LMD network, and the subsequent application of this framework to support two international networks.

Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016

This study reviewed the literature on mobile technology-supported collaborative learning from 2007 to 2016. Several issues, such as the distributions and research methods, learning devices and learning environments, participants, research issues, application domains, grouping methods and collaborative learning strategies, are addressed. In addition, the relationship between the learning strategies and measurement issues are investigated. The review found that the amount of research on mobile collaborative learning increased and the connection between new mobile technology and collaborative learning activities became tighter. College students received the greatest emphasis, but more focus should be put on junior and elementary school students. Few studies were conducted on teachers and adults. In the most recent five years, the research was focused on improving learners' performance in science, especially social science, and in natural scenarios outside of the classroom, but less emphasis was put on developing learners’ skills and higher order skills. There was little research focusing on different selection methods of group members and the teaching effects of grouping design. Most research adopted conceptualized collaborative learning strategies. Furthermore, some studies proposed that the collaborative learning activities conducted in mobile learning environments should be designed carefully to guide students to experience more effective collaborative constructivist learning. Based on the findings, in-depth discussion and suggestions for future studies are given.

Lessons learned from the successful countries and distinguished authors by reviewing 2007-2016 journal publications on mobile technology-supported collaborative learning

In this study, a review of mobile collaborative learning was conducted to identify the main contributing countries and authors of this field by analysing journal papers published from 2007 to 2016. Based on the analysis results, the outstanding countries and authors are presented; more important, the key factor of successfully promoting mobile learning studies and applications in a country was investigated. The findings and suggestions of this study could provide a good reference for policy makers and administrators who intend to implement successful mobile learning research and practice in their countries.

Collaborative and ubiquitous mobile learning system prototype

Mobile learning applications utilise the advantages of mobile technologies to increase learning opportunities, mainly on an anytime, anywhere basis. The advancement of mobile technology has facilitated the development of numerous applications to improve students' learning experience and performance. Successful implementation of m-learning is highly dependent on learning context and environment awareness. This work presents a multiphase exploration of early phases responsible for defining and validating the m-learning context, and later phases based on context validation results achieved from the previous phases, involving the development and evaluation of a new m-learning context prototype. This new prototype proved to provide context-aware and ubiquitous learning services fulfilling several diverse user interaction levels and requirements.

Lessons learned from the successful countries and distinguished authors by reviewing 2007-2016 journal publications on mobile technology-supported collaborative learning

Lessons learned from the successful countries and distinguished authors by reviewing 2007-2016 journal publications on mobile technology-supported collaborative learning

Factors of students' performance based on cognitive level in a mobile learning environment

The purpose of this follow-up research is to explore factors that affecting students' performance in Biology based on lower order thinking skill (LOTS) and higher order thinking skill (HOTS) when Formulated Ideal Social Collaborative Mobile Learning Environment (FISCOMOLE) which is incorporated via iMLearning app was adopted in the lesson. This qualitative research study focused on ten students from one boarding school. Data were collected through student focus group interviews and then triangulate with observation on user behaviour by using the screen recorder app. Five specific main themes with sub-themes emerged from the interview data. It is professed that the integration should be accompanied with the presence of immediate instructions with appropriate facilitation by provocation, argumentation and guidance on interaction either by face to face or via online with teacher. Furthermore, its effect could be enhanced by visualisation through video or simulation.

Factors of students' performance based on cognitive level in a mobile learning environment

The purpose of this follow-up research is to explore factors that affecting students' performance in Biology based on lower order thinking skill (LOTS) and higher order thinking skill (HOTS) when Formulated Ideal Social Collaborative Mobile Learning Environment (FISCOMOLE) which is incorporated via iMLearning app was adopted in the lesson. This qualitative research study focused on ten students from one boarding school. Data were collected through student focus group interviews and then triangulate with observation on user behaviour by using the screen recorder app. Five specific main themes with sub-themes emerged from the interview data. It is professed that the integration should be accompanied with the presence of immediate instructions with appropriate facilitation by provocation, argumentation and guidance on interaction either by face to face or via online with teacher. Furthermore, its effect could be enhanced by visualisation through video or simulation.

An evaluation of the learning effectiveness of a formulated ideal social collaborative mobile learning environment application towards cognitive level in biology

An evaluation of the learning effectiveness of a formulated ideal social collaborative mobile learning environment application towards cognitive level in biology

An evaluation of the learning effectiveness of a formulated ideal social collaborative mobile learning environment application towards cognitive level in biology

The purpose of this research was to evaluate mobile learning app, namely iMLearning as a Formulated Ideal Social Collaborative Mobile Learning Environment (FISCOMOLE) with an aim of improving students' cognitive level based on higher order thinking skills and lower order thinking skills towards biology concept. Feasibility, functionality and usability design of the app together with its environment and content of the app were testified as well. A quasi-experimental research design of the non-randomised control group, pre-test post-test with two control-group design model was used. Three high schools with a class of 40 Form Four (year 10) students in each class, which were assigned by class to be the two control groups, and one experimental group. The results showed that the FISCOMOLE that incorporated in iMLearning app is more helpful to the students in improving LOTS towards biology concept rather than HOTS either between different approaches or among its own approach.

Exploring different types of interaction on collaborative learning in online platforms

We are immersed in the era of online and mobile networks. The development of collaborative studies in learning has led to a renewed interest in the field of online education. There is a need for collaborative learning that promotes student's diverse interactions in online platforms. This study investigates the two types of interaction (social, learning) and student's interaction knowledge building level in online and mobile collaborative learning environments in higher education. WeChat, which is a mobile synchronous communication tool, and modular object-oriented dynamic learning environment (Moodle), were used as mobile and online collaborative learning settings. Seventy-eight college students in China majoring in information engineering participated in the experiment. The following findings were determined by the method of content analysis: 1) the study showed that Moodle is more suitable for learning interaction, while the WeChat platform is more suitable for social interaction; 2) a shallow level of ...

Exploring different types of interaction on collaborative learning in online platforms

We are immersed in the era of online and mobile networks. The development of collaborative studies in learning has led to a renewed interest in the field of online education. There is a need for collaborative learning that promotes student's diverse interactions in online platforms. This study investigates the two types of interaction (social, learning) and student's interaction knowledge building level in online and mobile collaborative learning environments in higher education. WeChat, which is a mobile synchronous communication tool, and modular object-oriented dynamic learning environment (Moodle), were used as mobile and online collaborative learning settings. Seventy-eight college students in China majoring in information engineering participated in the experiment. The following findings were determined by the method of content analysis: 1) the study showed that Moodle is more suitable for learning interaction, while the WeChat platform is more suitable for social interaction; 2) a shallow level of interaction knowledge building is present in Moodle and WeChat. The findings presented in this study could serve as the basis for future research in blended collaborative learning.

Taking an instrumental genesis lens: New insights into collaborative mobile learning

AbstractIn this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the collective instrumented activities and situations model for the analysis of learners' collaborative learning in the tablet‐mediated classroom. This analysis is grounded in data collected in four elementary Swedish schools (ie, from fourth to eighth grade). From the data, we considered the learners' conversation in English as a foreign language, inquiry‐based learning in the natural sciences classroom and game‐based learning in the arithmetic classroom. On the one hand, the scrutiny of these specific activities led us to distinguish the pragmatic, epistemic, and reflexive instrumental mediations that have already been theorized in the instrumental genesis theory. On the other hand, they helped us to identify two additional ones, which we call emotional and spatial. Based on these findings, we claim that collaboration in the tablet‐mediated classroom is a complex activity that emerges from a variety of instrumental mediations that configure contemporary collaborative mobile learning.

Authoring and enactment of mobile pyramid‐based collaborative learning activities

AbstractCollaborative learning flow patterns (CLFPs) formulate best practices for the orchestration of activity sequences and collaboration mechanisms that can elicit fruitful social interactions. Mobile technology features offer opportunities to support interaction mediation and content accessibility. However, existing mobile collaborative learning research has mostly focussed on simple activity orchestrations from the perspective of collaborative flow orchestration and flexibility requirements, predominantly in face‐to‐face pre‐university educational contexts. This paper proposes a particularisation of the Pyramid CLFP to support flexible face‐to‐face and distance mobile learning scenarios in which learners interact in increasingly larger groups along a sequence of activities (Pyramid levels). PyramidApp implements this Pyramid particularisation that provides both a web‐based authoring tool and an enactment tool accessible through web or mobile devices. The authoring tool was evaluated in workshops where teachers appreciated its design and applicability to their educational contexts. PyramidApp flows were enacted in three higher education settings. Learners enjoyed the activities but usage and satisfaction varied depending on several design and contextual factors like the epistemic tasks given, the education level and application mode (face‐to‐face or distance).

Mobile collaborative language learning: State of the art

AbstractThis paper presents a review of mobile collaborative language learning studies published in 2012–16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second‐ and foreign‐language pedagogical approaches, second language acquisition (SLA) principles and affective designs. The results indicate that affordances such as flexible use, continuity of use, timely feedback, personalisation, socialisation, self‐evaluation, active participation, peer coaching, sources of inspiration outdoors and cultural authenticity have been emphasised. These affordances were found to be particularly suited to promote social constructivism, which is often sustained by game‐based, task based and seamless learning. In terms of second and foreign language pedagogical approaches, the combination of individualised and collaborative learning prevails, along with task based, situated and communicative language learning, and raising orthographic awareness. Among SLA principles, negotiation of meaning and opportunities for feedback are highlighted. Affective aspects include increases in motivation, engagement and enjoyment, mutual encouragement, reduction in nervousness and embarrassment, and a few negative reports of risk of distraction, safety concerns, feelings of uncertainty and technical problems. The reviewed studies present a convincing case for the benefits of collaboration in mobile language learning.

Improving the Quality of Mobile Learning Services

The quality of services (QoS) has a key role to improve the performances of the collaborative mobile learning. However, many factors can limit it such as the cache management policies, the collaboration architecture, a heavy communication, etc. Therefore, we are interested in developing an impeccable learning system supporting cache management, collaboration architecture decisiveness, based mobile agent and web services standardization. The aim is to improve the quality of mobile learning services in term of information availability (hit rates and byte hit rates), learners’ average latency and the cognitive profiles of students. Consequently, we implemented four removal policies named Least Frequently Used (LFU), First In First Out (FIFO), Least Recently Used (LFU) and Size. In addition, we proposed and evaluated three collaboration architectures based mobile agent named Sequential, Random and diffusion mechanism. Experimental results show that our system improves the cognitive profiles of students and reduces the learners’ average latency. Furthermore, the experience and the performance results gained from this system prove that the removal policies performances depend on the learning method of each student and its collaboration patterns. For this raison, it is advantageous to allow the student to choose and/or change the removal policy during each learning session. However, diffusion mechanism provides the best performances in term of learners’ average latency.

Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

Collaborative learning is an approach employed by instructors to facilitate learning and improve learner’s performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes of this study are to: examine the difference in the performance of students in mobile learning platform; examine the difference in performance of students in the five collaborative learning styles; examine the significant difference in performance between collaborative and non-collaborative learning styles; and determine the effect of collaborative learning style on student’s performance in a mobile learning platform. Purposive sampling technique was used to choose 36 secondary school students as the sample. The study adopted a pretest-posttest experimental approach and subjects were randomly assigned into the five collaborative and one non-collaborative learning group. The groups were exposed to mobile learning on the mole concept (MLMC) in Chemistry. The results showed that there was significant gains regarding the difference between pretest and posttest scores of students in the mobile learning experience, and think-aloud-pair problem-solving technique is the most effective collaborative learning style. Also, all the collaborative learning styles are more effective for learning in a mobile learning environment compared to non-collaborative learning style.

Exploring collaborative learning effect in blended learning environments

AbstractThe use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher education. WeChat, which is a mobile synchronous communication tool, and modular object‐oriented dynamic learning environment (Moodle) were used as mobile and online collaborative learning settings. Seventy‐eight college students majoring in information engineering participated in the experiment. The following findings were revealed by combining methods of social network analysis, content analysis and questionnaire survey: (1) the collaborative social networks generated in this study showed that students had tighter interaction relationships in Moodle than in WeChat; (2) deeper level of knowledge building in collaboration and interaction through Moodle than WeChat was observed; and (3) Moodle got higher perception level than WeChat because of its usefulness for collaboration.

The Perceptions of Participation in a Mobile Collaborative Learning among Pre-Service Teachers

<p>This study uses Facebook as a platform and arranges certain learning tasks to identify the feasibility of mobile collaborative learning for pre-service teachers. The pre-service teachers’ sense of community and perceptions of collaborative learning are investigated. A total of 153 pre-service teachers volunteered to participate in an Intern Mobile Collaborative Learning Facebook Group from July 2015 to October 2015. During participating in the Facebook Group, pre-service teachers were required to achieve various tasks regarding collaborative learning. A questionnaire, consisting of three sections, frequency, sense of community, and perceptions of learning and perceptions of collaborative learning, was developed and validated. All participants were required to fill in the questionnaire at the last week of the project’s schedule. This study concludes that high browsing frequency on Facebook Group could positively facilitate the sense of community and perceptions of collaborative learning among pre-service teachers; while high frequency of posting and responding to messages on Facebook Group merely promotes perceptions of collaborative learning. The conclusion identifies that assigned tasks like posting and responding to messages regarding school field-based experiences are necessary in mobile collaborative learning among pre-service teachers.</p>

Mobile collaborative learning: The role of individual learning in groups through text and video content delivery in tablets

Supporting mobile collaboration in education and within organizations is a challenging task. This study seeks to shed light on mobile collaborative learning (MCL) by examining the relationships between the learning process (i.e., peer-influenced learning and individual cognitive absorption) and learning impact (i.e., satisfaction, perceived understanding and performance), especially the role of individual learning in groups. The effectiveness of MCL is examined through two types of content delivery, namely video and text. A research framework was proposed that is grounded in learning and cognitive absorption (CA) theories. A set of field experiments was designed and conducted with 1131 secondary students (347 groups) to understand the MCL process and learning impact with mobile tablets in both individual and group settings. Significant differences were found between content delivery types in both individual and group learning modes in regard to how the learning process influences learning impact. Moreover, performance and satisfaction with texts is higher with mobile groups, while videos are more influential for individual learning. Lastly, the study implications and future research directions are discussed.