Mobile Classroom Research Articles

Exploring Students' Learning Styles in Using Mobile Flipped Classroom

This study aims to identify students’ learning styles of using mobile flipped classroom approach. The theoretical foundation for this study is based on Grasha-Reichmann learning styles and the flipped design of this study is based on Halili flipped learning 4.0 framework. 52 respondents answered the questionnaire distributed to them. The SPSS software version 20 was utilised to analyse the data and collected data were analyzed using descriptive statistics (means, standard deviations). This study showed that collaborative learning style recorder higher mean value as compared to others learning styles such as independent, dependent, competitive, avoidant and participative. It was found that the mobile flipped classroom approach in this research is capable of promoting collaborative learning in teaching and learning process. Researchers suggest that further studies should explore other learning style theories, use varieties of technological tools as well as include a larger sample from different institutions.

Enhancing students' active learning and self-efficacy using mobile technology in medical English classes.

PurposeThis study investigated student experiences of mobile technology in a medical English course using a free mobile classroom application, Socrative and its impact on student learning to help them achieve the competency expected in the course.MethodsQuestionnaires were administered of year 2 medical students enrolled in a medical English course between 2016 and 2017 to investigate their experience in using Socrative. Learning outcomes were assessed by comparing students’ academic performance with that of the 2015 cohort, who had taken the same course without using mobile technology, and also by measuring changes in their self-efficacy in English over time during the course.ResultsThis study found students’ positive perceptions of and overall satisfaction with their experience in using mobile technology in the medical English course. There were no differences in the academic performance between the study cohort and the comparison group. The ratio of students who were in the remediation program after the mid-term examination was 11%, whereas the remediation ratio of the 2015 cohort was 21%. Students’ self-efficacy in English improved significantly in the writing and reading domains (p<0.05).ConclusionThis study found several benefits of using Socrative in the medical English course. Socrative fostered the classroom interaction by encouraging input from every student and sharing it instantly with the whole class. There was also learning improvement with the use of Socrative. Furthermore, it has the potential to enhance assessment by offering more various forms of assessment than that of conventional audience response systems.

The Exploration and Practice of the Formative Assessment Model Based on Cloud Class

Break the traditional concepts and methods, based on the information teaching environment, reform the examination contents, methods and means, the depth of integration of the mobile classroom, from display before class, in class and after class multiple dimensions in the process of students' learning attitude, professional skills and comprehensive ability of evaluation and assessment, will focus on gathering in the learning process, pay attention to the management and control of the learning process, formative evaluation model has interest, participation and incentive system of exploration and practice.

Mobile Classroom: Exploration and Reflection on the Teaching Reform of SPOC in Analytical Chemistry

Mobile Classroom: Exploration and Reflection on the Teaching Reform of SPOC in Analytical Chemistry

Research on Smart Mobile Classroom Design from the Perspective of Game Learning — Taking Preschool Education Major of Distance Education as an Example

At present, smart mobile is becoming more and more popular, and the research progress of game based learning is constantly promoted, It provides favorable conditions for the combination of game learning and smart mobile classroom. On the basis of defining the concepts of game based learning and smart mobile classroom, the combination of the two is proposed. This paper proposes a framework of smart mobile design in the view of game learning, and takes the English natural spelling course of distance education as an example to realize the design of the framework, and answers the questions of how to combine the mobile terminal of smart with the game learning classroom and how to establish the smart mobile teaching mode based on game learning.

The study and analysis of the effectiveness of "health education mobile classroom" in the outpatient department of children′s hospital

Objective To evaluate the effect of education mobile classroom in the outpatient department of children′s hospital, and to analyze the needs of the outpatient and family members on health education. Methods Through the retrospective analysis of the information of the outpatient and emergency patients in the children's specialist hospital to determine the content, the venue and the time period of the education mobile classroom. Selection and the health educator to implement the health education. At the same time, push the content through the mobile APP to the patient′s family, to expand the education audience. To compare and analyze the patient satisfaction of the hospital and the satisfaction with the dimensions of the project. In the evaluation of the effect of health education and the influencing factors, the relationship between income, occupation and children is positively related, and age is negatively related to it. Results After the implement of this project, the satisfaction of the patient had increased for 3.65%(P=0.001). Overall assessment of the audience was very satisfied with (3.94 ± 0.25) points. In each dimension analysis, the satisfaction of the training method was the highest, at (3.94 ± 0.26) points. Satisfied with the attitude of the trainers and comprehensive ability were more than 3.80 points. Conclusions The education mobile classroom can improve patient satisfaction in the outpatient department and emergency of children′s specialist hospital. Audience has a certain degree of acceptance and satisfaction with this health education mode. Key words: Health education; Mobile classroom; Pediatric outpatient; Children′s hospital

Improving Interest and Performance in Organic Chemistry Pedagogy by Incooperating Animations

Chemistry curricula incorporate many abstract concepts that are important but difficult for students to understand. Educational researchers have recently begun to concentrate on the development of a wide variety of visualization tools and novel pedagogies to aid students in science learning at all levels. This study used the Roger Frost organic animation package to ascertain the impact of interactive computer visualization (ICV) in the teaching of organic chemistry at the Nigeria Certificate in Education and Degree levels. It adopted a quasi-experimental research design and used Structured Personal Data Questionnaire (SPDQ) and Semester Result (SR) for data collection. A mobile virtual classroom was created and used throughout the study. The students identified mechanism of reactions, cycloaddition reactions, synthesis of proteins and certain aspects of IUPAC nomenclature as challenging areas in their study of organic chemistry. After the three months teaching period using the organic simulation program, results from evaluating the students showed that interest and confidence in the selection and answering of questions from topics taught using ICV improved, the mean performances of the students almost doubled when ICV was introduced in the teaching program, a mean value of 48.20 out of 60 was obtained which indicated that the animated teaching was effective to a high extent and a general enhancement of the interest of students in the study of organic chemistry. The researchers therefore recommended that teaching of organic chemistry should be enriched with relevant illustrations, organic chemistry text books should be sold with CDs having computer simulations of organic reaction mechanisms for better appreciation. Virtual chemistry room for computer assisted instructions should be included in the design of chemistry laboratory to enhance instructional delivery using the 21st century pedagogy. Computational chemistry should be included in the university chemistry curriculum. Also basic computer knowledge by academic staff should be emphasized to enable them cope with the proposed digitalization of the course.

Mobile Multimedia Classroom Construction for Rhythmic Gymnastics Based on APT Teaching Model

APT teaching model is an information-based teaching model which includes Assessment, Pedagogy and Technology. It can improve students’ learning initiative and autonomous learning ability. In this study, mobile multimedia classroom based on APT teaching model was designed for Rhythmic Gymnastics. With APT teaching model, learners’ learning is no longer limited to time and place. It can motivate learners’ learning interest and enhance learning efficiency. The mobile multimedia classroom was constructed from three aspects: assessment, pedagogy and technology. The final teaching test shows that, learners are very interested in the teaching mode of mobile multimedia classroom and express a strong wish for such teaching mode. Mobile multimedia classroom for Rhythmic Gymnastics based on APT teaching model has a promising application prospect in actual teaching process.

Implementation of a Cooking Bus intervention to support cooking in schools in Wales, UK

PurposeThe teaching of cooking is an important aspect of school-based efforts to promote healthy diets among children, and is frequently done by external agencies. Within a limited evidence base relating to cooking interventions in schools, there are important questions about how interventions are integrated within school settings. The purpose of this paper is to examine how a mobile classroom (Cooking Bus) sought to strengthen connections between schools and cooking, and drawing on the concept of the sociotechnical network, theorise the interactions between the Bus and school contexts.Design/methodology/approachMethods comprised a postal questionnaire to 76 schools which had received a Bus visit, and case studies of the Bus’ work in five schools, including a range of school sizes and urban/rural locations. Case studies comprised observation of Cooking Bus sessions, and interviews with school staff.FindingsThe Cooking Bus forged connections with schools through aligning intervention and schools’ goals, focussing on pupils’ cooking skills, training teachers and contributing to schools’ existing cooking-related activities. The Bus expanded its sociotechnical network through post-visit integration of cooking activities within schools, particularly teachers’ use of intervention cooking kits.Research limitations/implicationsThe paper highlights the need for research on the long-term impacts of school cooking interventions, and better understanding of the interaction between interventions and school contexts.Originality/valueThis paper adds to the limited evidence base on school-based cooking interventions by theorising how cooking interventions relate to school settings, and how they may achieve integration.

Classroom Response Systems and Student Performance Improvement: Local Versus International Students

ABSTRACTThe clicker is one of the most popular mobile classroom response systems. A number of studies reported that clickers could effectively encourage students to participate in class. However, most of them are not talking about Chinese students and their finding seldom reported the difference in perception between Chinese and international students on using the mobile classroom response system in learning. They seldom examine the issue of cultural differences on the application of these learning management systems. The study can fill in the gap to collect their perception on using clickers in Hong Kong. The result shows that both Chinese and international students are keen on using clickers in class. The clicker is found to be able to advance learning efficacy and raise student participation in class.

모바일 기반 학급관리 시스템

Development of information and communication technologies has given a lot of changes in the business processing methods including the school and class managements. However, many business processing systems are still based on desktop computer. In particular, most of the class management system only supports desktop computers; hence school teachers have difficulty in using their class managements systems on mobile environment. In this paper, we proposed and developed a mobile classroom management system for teachers, which will easily handle information such as personal records of students, student counseling records, student life record and so on. The implementation of the application of mobile-based class management can be managed by many school elements including student register information, student evaluation records and transcripts, counseling report, and so on.

Study on Learner's Recognition on Application of Mobile based Classroom Response System in College Classes

This research focuses on developing MCRS(Mobile Classroom Response System) using smartphone and Cloud system, and we analyzed the learner’s recognition on it and how personal traits affects learner's class satisfaction. After the study, learners overall gave positive feedback on MCRS and replied that it was easy to use. Furthermore, though there was no significant difference by gender and grade, extraversion factor of the Big Five personality trait showed positive correlation (r=.344) with the recognition on class participation. Through this research, we saw that MCRS can be a good substitute to the existing CRS and Received (October 13, 2015), Review Result(November 05, 2015) Accepted(November 16, 2015), Published(December 31, 2015) Media Dept of Ajou Univ., Worldcupro 206, Yeongtong-gu, Suwon, Korea email: diseny@ajou.ac.kr Media Dept of Ajou Univ., Worldcupro 206, Yeongtong-gu, Suwon, Korea email: wkoh@ajou.ac.kr (Corresponding Author) Dasan University College, Ajou Univ., Worldcupro 206, Yeongtong-gu, Suwon, Korea email: jayshin@ajou.ac.kr Study on learner's recognition on application of mobile based classroom response system in college classes Copyright c 2015 HSST 348 we suggested that in order to achieve the original purpose of CRS, MCRS must find a suitable method according to different learners' features.

Devil in The Digital: Ambivalent Results in an Object-Based Teaching Course

In 2013, I piloted a course in which students used Web-based tools to explore underdocumented collections of Himalayan materials at Yale University. Through class-based research and contextualization, I set students the goal of augmenting existing metadata and designing media-rich, virtual tours of the collections that could be incorporated into the sparse catalogue holdings held within the library system. The process was experimental and had mixed results, as this article documents. The class provided an opportunity for undergraduate students from any discipline to work with objects and primary materials, requiring them to evaluate different sources of information, value, and legitimacy. Learning outcomes were nontraditional and intentionally underscripted. The collaborative and hands-on approaches toward digitization that de-emphasized the authority of the instructor were unsettling to some students. [digital humanities, mobile classroom, critical pedagogy, material culture, Himalaya]

A Community-Based Experience Model of Mental-Social Health Promotion for Older People in Taichung City

Active ageing is one of the most important issues taken up by the WHO in regard to ageing societies. "Prolonging Healthy Life Expectance" and "Decreasing the Depression Rate Among Older People" are critical indicators for "2020 Healthy People in Taiwan". This paper conducts a trial run of the program planning and evaluation of mental-social health promotion using focus group research that surveys 29 administrative districts and a depression survey that randomly samples older individuals in Taichung City. We also introduce how we apply local characteristics to develop the 3-level and innovative-action plans to meet the needs of self-identity and social participation for older people. For example, the "Learning Mobile Classroom" program promotes health promotion using activities that are tailored to the lifestyle and culture characteristics of target individuals. Another example is the "Seniors Show", which uses community groups and annual active-ageing shows to promote a positive concept of aging and to promote social participation for older people. Finally, the "Navigator APP of Active Ageing", created using a geographic information system, addresses the resource information needs of older people. This experience in Taichung City uniquely empowers older people, allowing them to take the initiative to make a difference not only for mental-social wellness but also for the hope of life and for graceful ageing.

Teacher Education Perceptions of a Proposed Mobile Classroom Manager

Teacher Education Perceptions of a Proposed Mobile Classroom Manager

Knowledge and Perceptions of Visual Communications Curriculum in Arkansas Secondary Agricultural Classrooms: A Closer Look at Experiential Learning Integrations

The University of Arkansas developed and integrated visual communications curriculum related to agricultural communications into secondary agricultural programs throughout the state. The curriculum was developed, pilot tested, revised, and implemented by selected secondary agriculture teachers. The primary purpose of this study was to evaluate students’ knowledge prior to the program, after the curriculum was taught, and after participation in a day-long experiential learning activity utilizing skills and competencies taught in the curriculum. This study also assessed students’ perceptions of the program and application of skills and competencies learned in the curriculum through a content analysis of short promotional videos created in the program. Eleven schools participated in the study with 106 students represented. Analysis of student test scores noted a significant effect between pre-, post-, and/or delayed-post scores for each curriculum unit (photography, writing, and videography). Overall, students had positive perceptions of the curriculum and the experiential (mobile classroom) learning activity. The content analysis noted that students were able to apply skills and competencies taught in the curriculum through short promotional videos about agriculture. This study found that the curriculum was successful in increasing student knowledge of visual communications as it relates

Constructing a Multimedia Mobile Classroom Using a Novel Feedback System

In the conventional classroom, many obstacles hinder interaction between an instructor and students, such as limited class hours, fixed seating, and inadequate time for meetings after class. This work develops a novel multimedia mobile classroom feedback system (MMCFS) that instantly displays students' responses, such as class-related questions or answers to questions on a quiz, on the instructor's computer. This system reinforces interaction between instructors and students and improves learning efficiency. Its features are as follows: 1) automatic attendance checking; 2) in-class real-time evaluation; 3) improved willingness of students to raise questions; 4) immediate grade enquiring; 5) cross-platform functionality; 6) a virtual mobile classroom; 7) data integrity; 8) low construction cost; 9) group learning; and 10) learning process recording. This system uses a client-server and three-tiered architecture models as its framework. When a class is in progress, the instructor only requires a notebook computer with a web browser, while students need a mobile phone or equivalent mobile devices with built-in Java Platform, Micro Edition (J2ME) and wireless support. A web server and the rear-end database can be located outside the classroom when network connections are available. Attendance checking, conducting quizzes, instant question inquiring, and grade inquiring are the four primary functions of the system. A questionnaire is applied to evaluate system's interactivity, mobility, and functionality. The 105 subjects comprised two classes of undergraduate students. The questionnaire addresses interactivity, mobility, and functionality. Its purpose was to compare the proposed system and the interactive response system (IRS). Experimental results show that the proposed system has superior interactivity, mobility, and functionality.

Constructing a Multimedia Mobile Classroom Using a Novel Feedback System

In the conventional classroom, many obstacles hinder interaction between an instructor and students, such as limited class hours, fixed seating, and inadequate time for meetings after class. This w...

Fen Öğretiminde Etkileşimli Sınıf Ortamı Kurulumu: M-SES Kullanım Problemleri

Mobile Classroom Interaction System (M-CIS) is designed for establish interactive learning environment, need student construct on their own knowledge, for student learning activity. The system, used in various science courses, has some technical problem when in use. This is a qualitative study to describe problems, students input, in mobile classroom interaction system use. Focus group interview method is used to get data collection. Voice records of interview are transcript to text and content analyses is used to identify themes. Nvivo PC software is used making analyze and identify themes. The problems, on system using, is showed according to the results.

Keep taking the tablets? Assessing the use of tablet devices in learning and teaching activities in the Further Education sector

This article summarises the methodology and outcomes of an interventionist/action research project to assess the benefits, and potential pitfalls, of the use of mobile devices in learning and teaching activities in a Further Education environment. A bank of 15 tablet devices were purchased and prepared for classroom use. Staff members were approached to scope potential activities and uses for the tablet devices. Three departments took part in the research activity: the Language School, Social and Vocational Studies and the Hairdressing department. Use of the tablets was varied in nature and included: use of multimedia tools, use of apps, creation and use of a bespoke app, multimedia manipulation and sharing, and creation of an online e-portfolio. Staff and student feedback was gathered during and after the project, and project authors were present during classroom activities for observation and recording purposes. Overall feedback was very positive, but there were issues with tablet use and administration. One of the major issues was the onerous nature of the security setup, and app administration.Keywords: mobile technology; tablets; student attitudes; staff attitudes; mobile classroom(Published: 19 February 2014)Citation: Research in Learning Technology 2014, 22: 22648 - http://dx.doi.org/10.3402/rlt.v22.22648