Anatomy of a mobilized lesson: Learning my way

Looi, Chee-Kit; Wong, Lung Hsiang; So, Hyo-Jeong; Seow, Peter; Toh, Yancy; Chen, Wenli; Zhang, Baohui; Norris, Cathleen; Soloway, Elliot

doi:10.1016/j.compedu.2009.05.021

Cited by 164 publications

(111 citation statements)

References 18 publications

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“…With the help of mobile technologies, students have the ease to develop ideas and share them even when they are on the move (Looi, Wong, So, Seow, Toh, Chen, Zhang, Norris & Soloway, 2009). Rapid development of mobile technologies allows student performance and learning to take place both in and out of classroom.…”

Section: Introductionmentioning

confidence: 99%

Effects of Mobile Learning on Academic Achievement: A Meta Analysis Study

Güzeller¹,

Üstünel²

2016

Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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Section: Introductionmentioning

confidence: 99%

Effects of Mobile Learning on Academic Achievement: A Meta Analysis Study

Güzeller¹,

Üstünel²

2016

Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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“…The main goal of differentiated instruction is to support constructive learning by proceeding from quantity education to quality education [25]. Furthermore, its intention is focused on individual paths and cooperative learning that ensure a better understanding and acquisition of knowledge.…”

Section: Differentiated Instructionmentioning

confidence: 99%

“…Furthermore, its intention is focused on individual paths and cooperative learning that ensure a better understanding and acquisition of knowledge. In other words, differentiation combines between individual, intragroup and intergroup work [25] [26]. Differentiation is applied whatever learners' curriculum is since its purpose is to set up an adapted learning, which leads to useful skills in the professional or personal context.…”

Section: Differentiated Instructionmentioning

confidence: 99%

diffMOOC: Differentiated Learning Paths Through the Use of Differentiated Instruction within MOOC

Tahiri

Bennani

Idrissi

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Diversifying learning practices and situations helps learners to better regulate their learning with deep understanding, which improves learning outcomes. Accordingly, this paper presents our vision of a differentiation system of learning paths within MOOC. Promising beginning point for this vision would be to determine new factors that directly affect the success rate. Then, we introduce the theoretical framework of differentiated instruction, which represents the key component of the proposed system. Finally, we implement some key concepts in differentiation and some techniques for assigning learners into groups in order to differentiate learning paths. The main purpose of the proposed contribution is to optimize learning situations of each learner according to his needs. As a result reducing the proportion of learners in a situation of failure and thereby improving the success rate.

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“…Furthermore, while MTs allow for the typical social sharing that other computers offer, they also enable another more personal form of sharing. Looi et al (2009) noted how with MTs, students have the ability to swivel and show another what they are working on, thus allowing students to not only make choices regarding where they are working, but also who they may wish to work with.…”

Section: Mts and Personalised Learningmentioning

confidence: 99%