Mobile-assisted Seamless Learning Research Articles

The Effects of Mobile Technology on Learning Performance and Motivation in Mathematics Education.

Due to rapid developments, mobile technologies started to play an essential role in designing seamless learning environments. Due to the availability of mobile technologies, students can access learning materials without being bound by time and place. On the grounds that these applications allow information exchange, time and space limitations such as classrooms or school bells have been eliminated. Therefore, this study aims to assess mobile-assisted seamless learning environments’ effects on students’ success and motivation in the secondary school 7th grade mathematics class algebra unit and student opinions about the application. The research is designed using the descriptive pattern of mixed-method research. The sample of the study is 73 middle school students (30 male and 43 female) in Turkey. Augmented Reality (AR) applications developed in teaching algebra to support individual learning and to utilize mobile technologies, WhatsApp groups were created. Algebra Achievement Test (AAT), Mathematics Motivation Scale (MMS), and semi-structured interview forms were used as data collection tools in the research. The results of the study showed that there were statistically significant differences in favor of the experiment group in AAT and MMS scores. However, no significant difference was found between the groups in intrinsic goal orientation and test anxiety scores, which are motivation sub-dimensions. The findings obtained from AAT, MMS, and the students’ opinions showed that mobile technology applications used in out-of-school learning environments positively affect the learning process.

Mobile-Assisted Seamless Learning Activities in Higher Distance Education

Among online learning factors stated in the research literature, it is argued that online activities is the strongest factor which contributes to online learning. This article illuminates mobile-assisted seamless learning activities by using laptops, tablets, or smart phones. Two conditions are compared, a) face-to-face (F2F) online webinars (web-based seminars or conferencing), b) the elements of part a, but complemented by teacher-recorded flipped classroom-videos (pre-lectures) before the F2F online webinars. Data collection consists of observations of 22 recorded F2F online webinars among 40 vocational student teachers divided into groups of 18 and 22 participants, and 12 interviews (six from each group, including both women and men). The study is theoretically within the research concept of mobile-assisted seamless learning: mediated learning anytime, anywhere, and in different contexts. The results raise some challenges and implications presented by using mobile digital devices to expand participation and motivation across different contexts for creation of ubiquitous knowledge access.

Seams remain in seamless learning

Purpose This paper aims to identify the digital gaps in seamless learning concept within the higher educational institutions (HEIs) context. Design/methodology/approach The most cited mobile-assisted seamless learning framework, recent Educause higher education research report and relevant articles have been reviewed. Findings The digital gaps among educators and students hinder the implementation of the seamless learning framework in HEIs. Practical implications The finding will inform HEIs in addressing digital gaps to ensure learning and teaching enhancement with educational technology across institutions. It will also be useful for the design and improvement of the seamless learning framework. The finding may also be useful in creating awareness among educators and students as to the benefit of educational technologies. Originality/value No previous viewpoints have been published on digital gaps in the seamless learning concept. The digital gaps among educators and students constitute one of the most critical issues in implementing technology-assisted teaching and learning design in HEIs. This paper addresses the root of the problem by examining the digital gaps among educators and students within the seamless learning framework.

Developing a framework for examining the “niche” for mobile-assisted seamless learning from an ecological perspective

British Journal of Educational TechnologyVolume 44, Issue 5 p. E167-E170 Colloquium Developing a framework for examining the “niche” for mobile-assisted seamless learning from an ecological perspective Yanjie Song, Yanjie SongSearch for more papers by this author Yanjie Song, Yanjie SongSearch for more papers by this author First published: 13 August 2013 https://doi.org/10.1111/bjet.12069Citations: 9 Address for correspondence: Dr Yanjie Song, Department of Mathematics and Information Technology, Hong Kong Institute of Education, D4-1/F-18, 10 Lo Ping Road, Tai Po, N.T., Hong Kong. Email: ysong@ied.edu.hk Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume44, Issue5September 2013Pages E167-E170 RelatedInformation

What seams do we remove in mobile-assisted seamless learning? A critical review of the literature

Seamless learning refers to the seamless integration of the learning experiences across various dimensions including formal and informal learning contexts, individual and social learning, and physical world and cyberspace. Inspired by the exposition by Chan et al. (2006) on the seamless learning model supported by the setting of one or more mobile device per learner, this paper aims to further investigate the meaning of seamless learning and the potential ways to put it in practice. Through a thorough review of recent academic papers on mobile-assisted seamless learning (MSL), we identify ten dimensions that characterize MSL. We believe that such a framework allows us to identify research gaps in the stated area. A practitioner interested in adopting an MSL design or doing a new design can use our analysis to situate the dimensional space where the constraints or parameters of his or her design problem lie, and look at relevant design and research-based evidence of other related MSL systems to refine her own design.