Mobile Distance Learning with Smartphones and Apps in Higher Education.
Mobile Distance Learning with Smartphones and Apps in Higher Education.
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高等教育中使用智能手机和应用程序的移动远程学习。
DOI：
10.12738/estp.2014.4.2012
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
E. Vázquez
中科院分区：
文献类型：
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作者：
E. Vázquez
摘要在本文中，研究人员正在进行的活动，关于使用智能手机和一个特定的主题应用程序在西班牙国立远程教育大学（UNED）的结果进行了报道。这项试验的目的是评估应用程序的教学使用和潜力，以提高学生在无处不在的环境中学习大学科目，并根据欧洲高等教育区（EHEA）发展通用能力。为此，一个规模已经开发和验证，以确定这些因素的基础上，388名学生的参与，从类“课程设计和创新”在“大学教育学学位”计划。本研究从两个角度展开，第一个角度是通过描述性方法，详细描述了当前研究者创建应用程序的过程。第二个角度是通过定量方法，评估了学生对智能手机和应用程序改善大学学科学习过程的能力的看法。结论表明，使用专门为以下大学科目开发的应用程序是高度重视的学生作为一种新的格式，既支持和加强学习实践，同时也提供了不仅进一步的机会，建立联系和关系，与他们的科目，但也促进学生和教授之间的合作。因此，建议大学继续开发新的教学策略，将正式和非正式以及面对面的无处不在的学习环境联系起来。KeywordsApps、远程教育、通用竞争力、高等教育、移动学习、智能手机。智能手机和其他移动的数字设备，如平板电脑，可以成为远程和面对面大学学习中开发科目的非常有用的教学资源。此外，它们还可以用作有利于教育和个人互动的工具，促进学生与教授之间的关系（Bedall-Hill，2010年; Chayko，2008年;富兰克林，2011年;约翰逊，亚当斯贝克，埃斯特拉达和弗里曼，2014年; Oulasvirta，Wahlstrom和爱立信，2011年;教科文组织，2013年）。基于学习管理系统（LMS）和大学开发的教育平台的传统和新的教学方式都可以通过使用个性化的应用程序来增强，这些应用程序可以以协作的方式开发课程内容。它们也可以用于在欧洲高等教育区（EHEA）的框架内改进发展大学学位的通用和特定能力的新方法。如今，学生通过各种各样的移动的设备（即，智能手机和平板电脑），其使用可以转换为协作学习实践。智能手机越来越无处不在，渗透和改变着日常的社会实践和空间。这些做法还可辅之以不同格式的文本文件、带有微型视频的视听内容、微博应用程序和社交网络（Twitter、Facebook、Linkedin等）。智能手机不再仅仅是一种沟通工具，在许多情况下，它已经成为人们社交和工作生活的工具，甚至可能是学术生活中的有力工具。因此，发达国家和发展中国家的中等和高等教育现在都在尝试从不同的角度和教学方法在学习过程中采用智能手机的使用（约翰逊等，二〇一四年从更广泛的移动的学习背景来看，移动的设备促成了新的艺术、就业、语言、商业和学习形式。如今，真实的和数字生活之间没有分离：与朋友和同事保持在线联系，虚拟地从事国际项目，写在线文本，或研究附近有趣的地点的建议;数字通信丰富了真实的世界（Eteokleous & Ktoridou，2009;诺里斯，Hossain & Soloway，2011）。…
AbstractIn this paper, the results of researcher' ongoing activities regarding the use of smartphones and a specific subject-app used at the Spanish National University of Distance Education (UNED) have been reported. The purpose of this trial is to assess the app's didactic use and potential to enhance student learning in university subjects in ubiquitous environments and developing generic competencies according to the European Higher Education Area (EHEA). To this end, a scale has been developed and validated to identify these factors based on the participation of 388 students from the class "Curriculum design and innovation" within the "University Degree in Pedagogy" program. This study has been developed through two perspectives; the first being through a descriptive methodology in which the current researcher has detailed the creation process of an app. The second perspective being through a quantitative methodology in which students' perceptions regarding the capabilities of smartphones and apps for improving learning processes in university subjects were assessed. The conclusions indicate that the use of apps developed specifically for following university subjects is highly valued by students as a new format which both supports and enhances learning practices while also providing not only further opportunities to establish connections and relations with their subjects, but also fostering collaborative work among students and professors. Therefore, it is recommended that universities continue developing new didactic strategies to connect both formal-informal and face-to-face ubiquitous learning settings.KeywordsApps, Distance Education, Generic Competencies, Higher Education, mLearning, Smartphones.Smartphones and other mobile digital devices, such as tablets, can be surprisingly useful didactic resources for developing subjects in both distance and face-to-face university studies. They may, moreover, be used as an instrument conducive to educational and personal interaction, fostering relationships between students and their professors (Bedall-Hill, 2010; Chayko, 2008; Franklin, 2011; Johnson, Adams Beker, Estrada, & Freeman, 2014; Oulasvirta, Wahlstrom, & Ericsson, 2011; UNESCO, 2013). Both traditional and new ways of teaching based on Learning Management Systems (LMS) and educational platforms developed by universities can be enhanced by the use of personalized apps which can be used in a collaborative way to develop curricular content. They may also be used to improve new ways of developing generic and specific competencies of university degrees within the framework of the European Higher Education Area (EHEA).Nowadays, students experience digital environments in a very tactile and personal way through a wide variety of mobile devices (i.e., smartphones and tablets) whose uses can be converted into collaborative learning practices. Smartphones are increasingly becoming ever- present, penetrating and transforming everyday social practices and space. These practices can be complemented with text documents in different formats, audiovisual contents with mini-videos, microblogging applications, and social networks (Twitter, Facebook, Linkedin, etc.). Smartphones are no longer only a tool for communication, but in many cases have become an instrument of people's social and work life, and possibly, a powerful instrument in academic life. Therefore, middle and higher education in developed and developing countries are now trying to adopt the use of smartphones in the learning process from different perspectives and teaching methods (Johnson et al., 2014; UNESCO, 2013).Looking at the wider context of mobile learning, mobile devices are responsible for new forms of art, employment, language, commerce, and learning. Nowadays, there is no separation between real and digital life: staying in online contact with friends and colleagues, working virtually on international projects, writing an online text, or researching recommendations for interesting locations nearby; digital communication enriches the real world (Eteokleous & Ktoridou, 2009; Norris, Hossain, & Soloway, 2011). …
日本利用生活记录技术的无处不在的学习项目
DOI：
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发表时间：
2014
期刊：
Educational Technology and Society Journal
影响因子：
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作者：
Hiroaki Ogata;Bin Hou;Mengmeng Li;Noriko Uosaki;Kousuke Mouri;Songran Liu
通讯作者：
Songran Liu