Designing Online Collaborative Location-Aware Platform for History Learning

Chen, Xiaojun; Choi, Jea H.

doi:10.18785/jetde.0301.02

Cited by 22 publications

(11 citation statements)

References 29 publications

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“…Also, most students, if not all, already have mobile devices and there is a variety of applications to read QR codes, many of them free and available for any operating system, making it an affordable and accessible tool for everyone. Among the educational uses of QR codes we can mention: History learning with QR codes (Chen and Choi, 2010); A periodic table with each chemical element represented by a QR code (Bonifácio, 2012); QR codes used to create Treasure Hunts (Sharma, 2013); and Language learning supported by QR codes or creating digital portfolios for students with links to the projects and assignments (Liu, Tan, and Chu, 2010). …”

Section: Introductionmentioning

confidence: 99%

QR codes for instrumental performance in the music classroom

Palazón

Giráldez

2018

International Journal of Music Education

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This article presents an experiment with a group of secondary school music students in Spain. We used music score sheets enriched with Quick Response codes as a resource for the practice required to play a musical instrument. The first group (n = 56) was compared with another group (n = 56) that used traditional resources (textbooks and compact discs). The results of the research supported the fact that the students who used QR codes associated with videos – read by using mobile devices such as smartphones or tablets – achieved better results than those who used more traditional resources. The analysis of variance test showed that the learning resource had a significant effect on the scores obtained by the students. In other words, the marks of the students participating in the study varied significantly according to the resource used. There was no significant effect on the interaction of method and gender, so there is no relation between the students’ gender and the resources’ impact on the results obtained by students.

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Section: Introductionmentioning

confidence: 99%

QR codes for instrumental performance in the music classroom

Palazón

Giráldez

2018

International Journal of Music Education

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“…books, written class notes), they enhance the student"s interest and motivation towards the subject and increase learning success (Kukulska-Hulme and Traxler, 2005;Chen et al 2008;Liaw et al 2010). Studies such as learning history through QR codes (Chen and Choi, 2010), processing of the periodic table where each chemical element is explained with a QR code (Bonifacio, 2012), environmental education (Kalogiannakis& Papadakis, 2017), geocaching with QR codes (Sharma, 2013), and QR code-aided foreign language education (Liu, Tan, and Chu, 2010) illustrate the benefits of QR codes in different fields. This study focuses on the use of QR codes in music education.…”

Section: Qr Codes In Learning and Teachingmentioning

confidence: 99%

“…QR code can be used by teachers while designing different activities for their students. Because these codes have been utilized for educational purposes before; such as for history (Chen and Choi, 2010), chemistry (Bonifacio, 2012), and language teaching (Liu, Tan, and Chu, 2010), this proves that they can increase the interest, motivation and achievements of students (Kukulska-Hulme& Traxler, 2005;Chen et al 2008;Liaw et al 2010). Utilization of QR Codes in music and instrumental education is a relatively new subject.…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning in Suzuki Violin Lessons: A Study of QR Code Game

Sever¹

2019

JETS

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This was a qualitative research that aimed to identify the opinions of Suzuki violin students on a QR Code game designed within the scope of mobile learning. Clues about the technical and musical aspects of the pieces in the 1st book of Suzuki method, and entertaining tasks were stored in QR codes. The content analysis of observations, student interviews, student attitude forms, and expert opinions were conducted on Maxqda 12 qualitative analysis software. This provided information on the effect of the QR Code game on repeats, its compliance with technology, and opinions on white and yellow cards. Findings of the study revealed that the QR Code game allowed the students to repeat the pieces in Suzuki repertoire on different cognitive, affective, and psychomotor levels over and over. In the study, the students had a positive attitude towards the QR Code game and an active participation in the process that led to a positive and cheerful learning environment.

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“…However, technology cannot create meaningful learning by itself, nor can it automatically initiate interactions (Chen & Choi, 2010;Tsai, Tsai, & Hwang, 2011a, 2011b. A Web-based or online learning environment entails a learning process that depends greatly on the autonomy of the learner; nevertheless, such learning has been found to easily lead students astray (Shih, Chuang, & Hwang, 2010;Van Fossen, 2004;Scarlatos, 2006;Rogers & Price, 2009;McLoughlin & Lee, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Since the tourism industry deals with massive flows of information (Buhalis, 2000), students of tourism programs are expected to be familiar with activities in the virtual environment (Kasli & Avcikurt, 2008;Sigala, 2002). Many HE institutions thus use the Internet as the major delivery mechanism of educational content or as a complementary tool in tourism programs to enhance the effectiveness of student learning (Leung & Ivy, 2003).However, technology cannot create meaningful learning by itself, nor can it automatically initiate interactions (Chen & Choi, 2010;Tsai, Tsai, & Hwang, 2011a, 2011b. A Web-based or online learning environment entails a learning process that depends greatly on the autonomy of the learner; nevertheless, such learning has been found to easily lead students astray (Shih, Chuang, & Hwang, 2010;Van Fossen, 2004;Scarlatos, 2006;Rogers & Price, 2009;McLoughlin & Lee, 2008).…”

mentioning

confidence: 99%

An epistemological analysis of the application of an online inquiry-based program in tourism education

Hsu

2014

AJET

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This paper was designed to investigate the application of an online inquiry-based program to European tourism from an epistemological perspective. Fifty tourism students (n = 50) participated in this study and their epistemological beliefs were measured with the Epistemological Belief Scale. A set of pre-, post-, and delayed tests were utilised to assess each participant's learning outcomes. The results showed that online inquiry-based learning (IBL) did change the participants' epistemological beliefs significantly, with a large effect size (Cohen's d) of .83. However, correlation analyses indicated that the relationship between an individual's epistemological beliefs before and after the online IBL experience, and the differences of pre-and post-tests, is rather low (γ = .287). Yet, the association between their changed epistemological beliefs and the delayed test was higher (γ = .556). These results suggest the possible effectiveness of online IBL in helping tourism students' develop more sophisticated epistemological beliefs, which may not be able to help learners comprehend the subject matter immediately but may facilitate better long-term retention. IntroductionThe development of Information and Communication Technology (ICT) has changed the landscape of higher education (HE) worldwide (Fenouillet & Kaplan, 2010;Dale & Lane, 2008;Hassanien, 2006;Sahin, Balta, & Ercan, 2010) and has facilitated the use of virtual platforms for educational purposes (Adiele & Nwanze, 2010) through interactivity and opportunities for collaboration (Ikpeze & Boyd, 2007). Since the tourism industry deals with massive flows of information (Buhalis, 2000), students of tourism programs are expected to be familiar with activities in the virtual environment (Kasli & Avcikurt, 2008;Sigala, 2002). Many HE institutions thus use the Internet as the major delivery mechanism of educational content or as a complementary tool in tourism programs to enhance the effectiveness of student learning (Leung & Ivy, 2003).However, technology cannot create meaningful learning by itself, nor can it automatically initiate interactions (Chen & Choi, 2010;Tsai, Tsai, & Hwang, 2011a, 2011b. A Web-based or online learning environment entails a learning process that depends greatly on the autonomy of the learner; nevertheless, such learning has been found to easily lead students astray (Shih, Chuang, & Hwang, 2010;Van Fossen, 2004;Scarlatos, 2006;Rogers & Price, 2009;McLoughlin & Lee, 2008). Guidance and regulative support from an instructor, along with meaningful content, are of great importance and assistance in overcoming this problem (Manlove, Lazonder, & Jong de, 2009). Therefore, inquiry-based instruction has been acknowledged as an appropriate way to deliver online instruction without the aforementioned drawbacks. Easy access to information is one of the major advantages of online inquiry-based education, although the retrieved information may be inconsistent or even contradictory. In this case, the epistemological beliefs of an individual will be gre...

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Designing Online Collaborative Location-Aware Platform for History Learning

Cited by 22 publications

References 29 publications

QR codes for instrumental performance in the music classroom

QR codes for instrumental performance in the music classroom

Mobile Learning in Suzuki Violin Lessons: A Study of QR Code Game

An epistemological analysis of the application of an online inquiry-based program in tourism education

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