Computer supported collaborative learning using wirelessly interconnected handheld computers

Zurita, Gustavo; Nussbaum, Miguél

doi:10.1016/j.compedu.2003.08.005

Cited by 361 publications

(160 citation statements)

References 19 publications

Supporting

Mentioning

151

Contrasting

Unclassified

Order By: Relevance

“…In China, mobile phone ownership had already exceeded landlines by 2004, (BBC News 2004) and by 2007, this trend was being repeated in other countries throughout the world (Central Intelligence Agency 2007). With such near-ubiquitous market penetration, mobile devices have attracted the attention of researchers and educators through their potential both as learning tools that support and enhance the learning experience (Chang et al 2003;Zurita & Nussbaum 2004) and as disruptive devices with the potential to interrupt and distract (Selwyn 2003;Mifsud 2004;Syvanen et al 2004). …”

Section: Introductionmentioning

confidence: 99%

Informal learning with PDAs and smartphones

Clough

Jones

McAndrew

et al. 2008

Computer Assisted Learning

168

View full text Add to dashboard Cite

There has been increasing interest in informal learning in recent years alongside interest in how such learning can be supported by technology. However, relatively little is known about the extent to which adults make use of their own mobile devices to support informal learning. In this study, a survey was used to investigate whether, and to what extent, experienced users of mobile devices use their mobile devices to support intentional informal learning. If so, do they make use of mobile device connectivity to support opportunistic informal learning and does such connectivity support or encourage collaborative informal learning? Experienced mobile device users were recruited from web forums and business, and asked whether they used their devices to support informal learning. A pattern of learning uses emerged, some of which deployed the mobile device capabilities relatively unchanged, others triggered adaptations to typical learning activities to provide a better fit to the needs of the learner. These informal learning activities provided the basis for the design of a flexible mobile learning framework that can be extended to support developments in mobile technology, and increasing use of Web 2.0 technologies by informal learners.

show abstract

Section: Introductionmentioning

confidence: 99%

Informal learning with PDAs and smartphones

Clough

Jones

McAndrew

et al. 2008

Computer Assisted Learning

168

View full text Add to dashboard Cite

show abstract

“…Undeniably, the use of technology can cater for learning differences, engaging students of diverse abilities and interests. (The Education Bureau,2017) [12]. This gives us another challenge to continuously develop for a more engaging and customised learning plan for individuals.…”

Section: Discussionmentioning

confidence: 99%

“…In wake of the irreversible trend of mobile technology, the [12] shows that mobile learning is an important area for the development in education at all levels (Lim, Churchill, 2016) [13]. Flipped learning is a newly-developed and practiced pedagogies in Hong Kong.…”

Section: Literature Reviewmentioning

confidence: 99%

Interactive Mobile Learning for Self-directed Learning of English Language: A Case Study of a Primary School in Hong Kong

Fok¹,

Lam²,

Ho³

2018

IJIET

View full text Add to dashboard Cite

Abstract-The importance of Self-directed learning (SDL) in education is increasing in the recent years. It helps promote students' lifelong learning attitudes and improve the learning effectiveness. This stud evaluates the efficiency and effectiveness of using SDL for teaching a group of students with the use of an innovative mobile learning technology "iClass" which facilitates real-time interactive class via a cloud-based platform. The results demonstrate that interactive mobile learning is a good solution to engage students in lesson and to uplift the effectiveness of self-directed learning.

show abstract

“…En algunos casos el propósito es que los estudiantes fortalezcan la asimilación de contenidos (Panitz, 1999;Crouch & Mazur, 2001;Burns, 2005); mientras que en otros se pretende la construcción de diagramas y argumentaciones (Van Amelsvoort, Andriessen & Kanselaar, 2007;Peled, Meron & Rota, 2007), o la negociación y el consenso en las respuestas (Colella, 2000;Zurita & Nussbaum, 2004a, 2004b.…”

Section: Estrategia De Análisis De Informaciónunclassified

Procesos pedagógicos y uso de tecnología en el aula

2015

Self Cite

View full text Add to dashboard Cite

ResumenLos soportes computacionales han diversificado las posibilidades de interactividad de la enseñanza en sala de clase. Los usos del computador en actividades educativas tales como juegos colaborativos, sistemas de retroalimentación de respuesta o participación simulada, entre otros, ponen en evidencia las diversas alternativas que tiene el uso de esta tecnología al interior del proceso educativo desarrollado en el aula. En este contexto, el propósito del artículo es evidenciar el aporte que genera la mediación computacional para los procesos pedagógicos implementados en la sala de clase de la educación escolar formal. Para ello se realizó un análisis bibliográfico que permitió identificar dos configuraciones de los procesos pedagógicos generados, la Inductiva y la Deductiva. Se analizaron y sistematizaron las actividades de enseñanza mediadas por el computador asociadas a ambos procesos. Entre los resultados se delimitan las ventajas del uso de la tecnología en este escenario, destacándose como principales aportes la estructuración y profundización gradual de los contenidos, el fortalecimiento de los procesos de colaboración, la diversificación de los entornos de aprendizaje, y el incremento de la participación estudiantil. Palabas clave: proceso de enseñanza, enseñanza asistida por ordenador, organización de la clase, informática educativa, innovación pedagógica. AbstractComputer supports have diversified the possibilities for interactivity in classroom teaching. Collaborative games, response feedback systems and simulated participation are indicative of the wide range of activities for which these technologies have found application in classroom education processes. In this article, evidence is offered for the contributions made to classroom pedagogical processes by computer mediation. The bibliographic analysis conducted permitted the identification of 2 pedagogic processes generated, an inductive and a deductive one, were identified. The computer-mediated teaching activities associated with each process in this literature were then classified and analyzed. Finally, inferences were drawn regarding the advantages of computer mediation in this scenario, being the main contributions, structuring 1 Este trabajo fue financiado por el CONICYT-FONDECYT del gobierno de Chile N° 1100309.

show abstract

Computer supported collaborative learning using wirelessly interconnected handheld computers

Cited by 361 publications

References 19 publications

Informal learning with PDAs and smartphones

Informal learning with PDAs and smartphones

Interactive Mobile Learning for Self-directed Learning of English Language: A Case Study of a Primary School in Hong Kong

Procesos pedagógicos y uso de tecnología en el aula

Contact Info

Product

Resources

About