Mobile Classroom Research Articles

Novice teachers’ challenges and strategies in coping with COVID-19 at a rural school

The study was undertaken to investigate and understand the challenges and strategies of novice teachers in coping with COVID-19 at a rural school. The researcher observed and experienced many challenges during the first year of teaching, including stress, anxiety, depression, lack of support, and lack of collaboration with teammates. This study explores the challenges faced by novice teachers in coping with the COVID-19 pandemic at a rural school. The study employed a qualitative approach, interpretive paradigm, and case study design. Four high school novice teachers participated in this study. Guided by ethical considerations in research, semi-structured interviews were used to collect data. This study used narrative analysis to analyse data from the participants. This study found overcrowded classrooms, heavy workloads, lack of resources, lack of support, tribalism, lack of orientation, lack of discipline, lack of knowledge of subject content, and pressure from school administration as challenges encountered by novice teachers during COVID-19. This study also revealed frustration, discouragement, Insomnia, and mood swings as the effects affecting novice teachers’ well-being. In conclusion, novice teachers applied different strategies to deal with challenges during COVID-19. The Department of Education in Free State should provide mobile classrooms so learners are comfortable and enjoy the lesson, and teachers can also move around when presenting a lesson. The government must develop supportive social networks and proper orientation for novice teachers to limit the lack of support.

Indoor temperature and CO[formula omitted] in South African primary school classrooms: Inspecting brick, container, and prefab structures

In the resource-constrained education sector in South Africa, infrastructure deemed temporary or backup elsewhere is used as permanent classrooms, mainly in areas of low income. Temperature and CO2 levels, substantial determinants of air quality, have not been studied across different classroom types, despite their direct impact on children’s cognitive performance and comfort. We measure CO2 and temperature every 11 min in 24 classrooms at two schools in Stellenbosch, South Africa. Container classrooms with and without insulation, mobile (prefabricated) classrooms, and brick classrooms of different configurations are included. Measurements were concurrently sampled over twelve months, across multiple seasons with relevant metadata, including ambient weather conditions. We analyse temperature and CO2 concentrations for classroom types and classroom categories and compare school days with non-school days. The results show that temporary classrooms (container and mobile) have substantially worse thermal environments, even when air conditioning is available. The CO2 concentrations in container classrooms are substantially worse, whereas mobile classrooms have better conditions comparable to brick classrooms. We conclude that container classrooms have the worst temperatures and ventilation, prefabricated classrooms have acceptable ventilation but poor thermal qualities, and brick classrooms have the best thermal environment and ventilation.

EDUBox: finding suitable locations for offgrid mobile classrooms in the context of underserved communities

The refugee crisis and the COVID-19 pandemic continue to negatively impact access to education, and especially disproportionately affect underserved communities. Apart from access, such communities experience additional barriers including inadequate classroom infrastructure and suitable localization of such infrastructure. This paper aims to provide an analytical framework to identify the most suitable locations for mobile classrooms for underserved communities, thereby mitigating the lack of access to equitable education for underserved communities. To construct the analytical framework, we conduct a critical literature review to conceptualize the educational needs of underserved communities. Next, we proposed parameters that may be applicable for determining locationally metrics that match the educational needs of underserved communities. On this basis, we explore tools and methods applicable for suitability analysis and developed a geo-information framework that integrates an analytical hierarchy process tool to prioritize parameters decision-makers can apply to identify optimal areas to locate classroom infrastructure. This framework was applied to a use case of determining suitable location areas for an innovative mobile classroom (EDUBox) in Jordan. Using the framework, we demonstrate its applicability by identifying appropriate locations adapted to the tertiary and vocational education needs of underserved persons including refugee communities.Graphical

A Content and Quality Evaluation of Mobile Classroom Behavior Management Applications

This study evaluated the quality and behavior change techniques (BCTs) included in 11 freely available mobile classroom behavior management applications (mCBM apps). We found that mCBM apps included a limited number of BCTs, with an average of 9 of 21 possible BCTs. Consequence-based BCTs like rewards and feedback were common, while antecedent-based strategies like prompts and reminders were less prevalent. Some mCBM apps also included BCTs related to sharing and exporting data. There was no significant correlation between the number of BCTs and the apps’ overall quality ratings based on the user version of the Mobile App Rating Scale. However, there was a positive correlation between the number of BCTs and the Engagement and Information subdomains of this scale. The findings contribute to understanding mCBM apps design and functionality, providing insights for future development and evaluation. However, concerns were raised about some features of mCBM apps and the degree to which apps ensured data privacy and security. Further research is needed to assess the quality and benefits of mCBM apps for students and teachers.

“Experiential Learning” Is What Faculty Makes of It: Creating New Models of Understanding for Experiencing and Interpreting on Faculty-Led Short-Term Study Abroad Programs

Short-term faculty-led study abroad programs have gained in popularity amongst undergraduate students in the United States (IIE 2022). Yet, little research has investigated how educators on these programs perceive experiencing and interpreting, even though they constitute two key modules in experiential learning. Through semi-structured interviews with faculty at Generic University on how they conceive of experiencing and interpreting, the authors conclude that there is little commonality on those concepts. This divergence leads to different experiential learning study abroad programs. The authors place faculty interpreting and experiencing on a spectrum of understanding and demonstrate how that influences the pedagogical design of their study abroad program models. From the faculty members’ conceptions, the authors create two program models, which they have coined “Mobile Classroom Model” (MC) and “Home Base Model” (HB). The purpose of this article is to begin a conversation about how scholarship fails to address the lack of universality in the concept of experiential learning.

Развитие профессиональной направленности студентов в условиях современной техносферы педвуза

The article discusses the problem of developing students’ professional orientation towards teaching. A justification is given for the effectiveness of using components of the technosphere of a pedagogical university, such as interactive panels, a virtual reality equipment system, smart augmented reality glasses (AR glasses) with an intelligent controller, a mobile classroom, 3D printers for the development of professional and pedagogical orientation. The article describes promising methods of career guidance based on a digital footprint, which have a positive impact on the process of developing students’ orientation towards the teaching profession.

Operation of Pap's Localized Mobile Classroom Vis-à-vis Improving Students' Motivational Level Amid Pandemic

Operation of Pap's Localized Mobile Classroom Vis-à-vis Improving Students' Motivational Level Amid Pandemic

Usability, Engagement, Learning Outcomes, Benefits and Challenges of Using a Mobile Classroom Response System During Clinical Simulations for Undergraduate Nursing Students

BackgroundThis study evaluated the perceived usability, engagement, learning, benefits and challenges as well as academic achievement of using a mobile classroom response system (CRS) in the classroom and clinical simulation lab with undergraduate nursing students. MethodA descriptive mixed-methods study was conducted with second year BSN students (n = 81) in two streams, a traditional four year and accelerated twoyear track accelerated standing track (AST). Learner perceptions were measured using the Classroom Response System Perceptions (CRiSP) Questionnaire and qualitative feedback. ResultsOverall, nursing student ratings on the CRiSP Questionnaire were moderately high, with a mean total score of 94.1 (SD = 14.7) out of 135. Mean subscale scores were also moderately high for usability (16.1 out of 20; SD = 3.5), engagement (36.7 out of 55; SD = 7.0) and learning (41 out of 60; SD =7.1). Participants described several perceived benefits that are represented by six themes and a few challenges that are represented by two themes. ConclusionsMobile CRSs can support nursing student's engagement and learning in presimulation preparation, and in the prebriefing and debriefing phases of clinical simulations.

California's Central Valley: Teaching Social Determinants of Health and Cultural Humility Through an Interprofessional, Overnight Road Trip.

This study explored the value of an overnight interprofessional road trip of students, faculty, staff, and community members through the Central Valley of California. The goal of the mobile classroom was to teach complex topics such as cultural humility, health disparities, population health, implicit bias, interprofessionalism, community engagement, and social determinants of health. Participants identified educational outcomes valuable to them and assessed how closely the experience aligned with their university's strategic goals. Pre/post-surveys consisted of Likert scale and open-ended questions over five trips (N=186). Qualitative and quantitative analyses reflected an informational and transformational experience, especially through the sharing of personal stories and connections among participants and community hosts. Participants rated the experience as strongly aligned with the university's strategic goals. This field-trip pedagogy positioned a professionally diverse group to learn together about the contributions, socio-historical complexities, and health challenges of a region where their students and patients live.

Implementation of Data Synchronization Mechanism in Virtual Desktop Infrastructure

There are more and more applications and services of Cloud technology. Whether the government, enterprises or organizations, even everyone may have requirements of constructing cloud systems. To build the virtual cloud infrastructure VMware vSphere which is the leader of the information industry on virtual platforms can let users use Virtual Desktop Infrastructure by their mobile device. This study integrated some management programs such as Activity Directory, VMware vCenter, View connection server, VMware vSphere and used the shared storage system of FreeNAS to provide the cloud virtual environment to users. With the simple interface to manage, it successfully provides administrators to build Virtual Desktop Infrastructure faster. Users can use their own device to control the virtual desktop in a mobile classroom by VMware Horizon View or browser. Users can also use a shared storage system to be the information exchange platform. If you can connect to the Internet, you can use your own virtual desktop anywhere. Finally, the complete construction implements the combination of several operating systems and improves their performance to save lots of hardware cost. It also meets the social focus of carbon reduction and environment protection to achieve sustainable use.

The Effect of Media Literacy and Cognitive Ability on Recognition Laptop-Based Media for Children

Education has long been the target of utopian interventions, and with technological interventions, offering to change drastically or even eliminates classroom-based learning, traditional education research needs to focus on introducing technology tools at an early age through media literacy. The purpose of this study was to determine the effect of media literacy and cognitive abilities on the introduction of laptop-based media. This study used a quasi-experimental design involving 46 children. Data collection techniques through tests and data collection tools using statement sheets, which were processed using t-test. The results showed that the experimental class using the original laptop media had a high average value of 86.66 compared to the control class using the imitation laptop media which had a value of 81.66. There is a significant effect of media literacy and cognitive ability on the introduction of laptop-based media in children. On the introduction of laptop-based media in children, media literacy and cognitive capacities can have a big impact. The comparison of the average value of the control and experimental classes demonstrates this. When children are introduced to media via a genuine laptop, they become more excited and engaged in the experimental lesson.
 Keywords: media literacy, cognitive ability, laptop-based learning media

Learning Beyond the Walls: Mobile Classrooms for Disadvantaged ELLs

Objectives: Although technology-based language instruction has come to be seen as a panacea for all learning-related issues, technology-based language instruction offers a solution to the unsymmetrical entrance to learning resources and shifting to modern teacher-dominated learning approaches. Teachers’ expectations for new technologies to arbitrate unchanging teaching approaches have inhibited the most effective use of technology apps like instant messaging. Significant changes in teaching designs are required to integrate mobile instant messaging and deliver distributed cooperative/synergetic learning for students; this study chose a mobile converted classroom to restructure language training. At the same time, when compared to their peers, the difficulties faced by underprivileged English learners are numerous. By ’disadvantaged,’ we mean learners who have not had optimum linguistic, academic, social, and economic opportunities until they entered Majmaah University. The mobile converted classroom incorporated mobile platforms (such as WhatsApp) by physically scattered learners to collectively deal with content after illustrating IT notions and processes by the teacher. It turns out that mobile converted classrooms allowed English language learners to study at their own pace, increased their entry into distributed learning, boosted their cognitive processes, encouraged on-task activities, and encouraged informal replay of educational videos via WhatsApp (teacher-student and student-student). According to the findings, successful adoption and adaptation of new technologies necessitate consideration of students’ disciplinary knowledge, ability to collaborate, and continual commitment to participate in academically related tasks.

Evaluating a capacity building program on women\u2019s health for displaced community health workers in fragile settings in Lebanon

BackgroundDisplaced populations in fragile settings experience health disparities that are seldom attended to. Task-shifting, which involves training non-specialized community health workers (CHW) to deliver basic education and health services is a favorable strategy to address this problem, however very little data exist on this topic in the Middle East region. We conducted a long-term evaluation of the Women’s Health Certificate delivered to Syrian refugees and host community in informal tented settlements in Lebanon under the Mobile University for Health (MUH) program. The training was delivered through a mobile classroom approach that incorporated a blended learning modality.MethodsWe collected short-term data from the 42 trained CHW (knowledge assessments and satisfaction measures) during the delivery of the intervention between March and August 2019, and long-term data (semi-structured interviews with 8 CHW and focus group discussion with 9 randomly selected community members) one year later between July and August 2020. The evaluation approach was informed by the Kirkpatrick evaluation model, and the qualitative data were analyzed using qualitative content analysis.ResultsData from the CHWs and community members were triangulated, and they showed that the training enhanced access to education due to its mobile nature and provided opportunities for CHWs to engage and interact with learning material that enhanced their knowledge and favorable behaviors regarding women’s health. In turn, CHWs were empowered to play an active role in their communities to transfer the knowledge they gained through educating community members and providing women’s health services and referrals. Community members benefited from the CHWs and called for the implementation of more similar training programs.ConclusionThis is one of few studies reporting a long-term community-level evaluation of a task-shifting program on women’s health among displaced populations in Lebanon. Our findings support the need to increase funding for similar programs, and to focus on delivering programs for a variety of health challenges. It is also essential to enhance the reach and length of recruitment to wider communities, to design concise, interactive, and engaging sessions, and to provide tools to facilitate circulation of learning material, and resources for referrals to health services.

RETRACTED: Cloud music teaching database based on opencl design and neural network

The cloud music teaching learning and development of students and the lack of demand for mobile learning resource platform, this article focuses on the design and implementation of a mobile classroom in the cloud computing platform, a detailed analysis from four aspects: the background significance, platform design, architecture and main cloud technology application, the proposed system Flexible expansion module option information during transport and through the expansion towards the outside Prime work Mongo Pitty incorporate mapping. And previous system music teaching database work not load to cloud so to implementation Description of management. Music sharing and social functioning, communication across cultural boundaries between the language and the People, and through the development of neural networks, it has been upgraded from the choice of music discovery mode music cloud database under traditional record player mode. In this study, the social needs of the user's choice of music based on emotion net facilitate cloud music reviews for the dataset. Application Test actual teaching shows that the platform can meet the individual learning needs of students, enhance the interaction between teachers and students to achieve the flow of music teaching resources, sharing and fragmented organization. Cloud storage offers storage space, so primarily storage of user-friendly and timely acquisition and data, based Web user cloud-based applications of all types. The requirements for how to optimize cloud storage, in-depth analysis to improve data access and storage performance of the aims.

La participación infantil, una estrategia para la formación del sujeto político en las infancias de Soacha

Girls and boys presented as free subjects, contributing to their education and development and thus, in their context; are the basis for reflecting on the reality within which it is pertinent to identify the multiple possibilities of participation with which and that at times are limited, unknown, aspects that become the problem of this article, for the purpose of presenting strategies carried out from the place of practice: Mobile classroom, which is carried out in some communities of the municipality of Soacha, to generate a socio-educational proposal that increases the levels of child participation and thus the training of the political subject. The research was carried out using the qualitative method, for which observation guides, surveys and interviews were established which allowed the analysis of data on child participation from the feelings of adults, parents, teachers in training, girls and boys. Based on the results obtained, the position is strengthened that, since some theoretical reviews, is exalted about the participation of children, which is not relevant to the adult population, after this aspect, the work in search of it to promote the formation of the political subject becomes more fundamental.

The Implementation of Distance Learning During the Covid-19 Pandemic in The Mobile Classroom Community

The purpose of this research is to reveal the implementation of distance learning in the mobile classroom community, to identify the social interactions that occur between students and teaching during distance learning, and to uncover the challenges and obstacles faced during the distance learning. This study uses a qualitative approach with a descriptive method, the data sources used are primary data sources using in-depth interview with students and teachers. There are three data analysis techniques used, namely data reduction, data presentation and data conclusion. The results of this study indicate that the process of the implementation of distance learning during the Covid-19 pandemic in the mobile classroom community went well and systematically. The interaction process that occurs during online learning between students and teachers is quite active and communicative. However, the implementation of distance learning in the mobile classroom community faces some challenges, it is including the availability of internet data both for students and teachers, the limitation of using information technology for learning, and the parents support for learning. These challenges and obstacles were impacted on students’ motivation.

Tradicionalni i inovativni modeli organizacije nastave u uslovima trajanja pandemije kovida 19

Tradicionalni i inovativni modeli organizacije nastave u uslovima trajanja pandemije kovida 19

El aula móvil

En el presente ensayo se esgrimen argumentos arquitectónicos y educativos como una exigencia puntual ante el requerimiento urgente de poblaciones educativas de primera infancia en zonas vulnerables peruanas. Dichos argumentos refuerzan la necesidad urgente de la implementación de un producto arquitectónico (el aula móvil) que daría solución de habitabilidad a niños del nivel inicial en zonas de pobreza extrema donde ni el Estado tiene cobertura ni al sector privado le interesa. Se inicia con los antecedentes y un breve marco teórico que permite la descripción del problema; finalmente, dicho problema se intenta resolver a través de una hipótesis que se plasma en una propuesta de diseño arquitectónico denominado “aula móvil”. Diseño que sigue las recomendaciones de la normativa peruana y que recoge las experiencias de otros lugares que han tenido la misma necesidad, pero adecuadas a la realidad de una localidad denominada la Shilla, en la periferia de la ciudad de Cajamarca-Perú.

A review of MALL: from categories to implementation. The case of Apple’s iPad

<p>The use of mobile devices inside and outside formal settings is often associated to innovative practices in the design of language learning activities. This often implies the reconceptualization of language learning tasks and of the role of the teacher in the mobile classroom. In order to investigate current research and practices in secondary and higher education a review of recent studies in the field of MALL has been undertaken with the main aim of identifying main trends, implementation practices and research gaps.</p><p>This paper presents a synthesis of the literature by analysing the four different MALL categories, as presented in Pegrum (2014) and selecting a series of case studies and trends that may be implemented in various educational settings with a specific focus on the use of the iPad in second language settings. The review sought to provide a picture of the various options of MALL task-design and recent implementation practices in secondary and higher education using a specific tablet device. General findings show that many studies are more descriptive than innovative and advocate the implementation of larger and long-term research studies on how mobile devices, and the iPad in particular, are impacting language teaching and learning. Keywords: Mobile-assisted language learning, review, iPAD, task design.</p>

Mobile Classroom for Military Tactical Training in Cavalry Mission Planning

Introduction: This article is the result of the research project entitled “Mobile classroom for military tactical training in cavalry mission planning, development in the Cavalry school of the Colombian Army from 2010 to 2017”. Its purpose is to identify tools to improve the training process of military personnel. Problem: The training is carried out in a theoretical environment as there is currently no alternative means to training personnel in this field. The present investigation aims to improve the instruction of the army personal with their varying roles and ranks –officers, non-commissioned officers (NCOs) and enlisted soldiers–, when encountering individual and collective training. Objective: Evaluate the impact of the implementation of a mobile classroom equipped with simulation tools, as a strategy for the formation of the members of the Cavalry School. Methodology: Empirical study developed in 5 stages: (i) initial instruction, (ii) diagnostic test, (iii) diagnostic feedback, (iv) performance test and (v) performance evaluation. For this, the adaptation of a trailer, such as a mobile classroom, and the ARMA 3 game was used. Results: The use of the mobile classroom allowed for an increase in the number of trained people whilst reduced training times resulting in lower operating costs and greater sustainability. Conclusion: The implementation of the mobile classroom and the simulation system contributed to the development of skills and abilities, improved decision-making capacities, increased perceptual variation and improved coordination, communication and team decision-making. Originality: First mobile classroom for military training, with invention patent, 10-61804. Limitation: The investigation was carried out at the Cavalry School. The results can only be replicable in other military study centers.