Developing Mobile Collaborative Learning Applications for Mobile Users

Lee, Kwang B.

doi:10.3991/ijim.v5i4.1823

Cited by 9 publications

(8 citation statements)

References 6 publications

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“…Elmunsyah (2014) wrote that the learning and teaching plan in the new curriculum in Indonesia (the 2013 curriculum), shows that both technical coaching and improving ICT implementation in the curriculum are crucial. Collaborative learning as a pedagogical method in personal learning and collaborative experience, the application has been implanted schools to universities (Lee, 2011). The use of technology both computer and smartphone are directed to make quality changes in education, overcome the setbacks that occur, and open promising possibilities in the development of human potential.…”

Section: Introductionmentioning

confidence: 99%

Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Jelatu¹,

Kurniawan²,

Kurnila³

et al. 2019

INT J INSTRUCTION

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This research aimed to examine the effect of collaboration Think Pair Share (TPS) Leaning Model and m-Learning based on Android on the understanding of trigonometry concepts and to investigate the interaction between collaborative learning and cognitive style on the understanding of trigonometry concepts. This research involved 80 pre-service teachers of Mathematics Department at STKIP Santu Paulus Ruteng, Province of East Nusa Tenggara, Indonesia. The quasiexperimental research with control class without pre-test was done. Before the experiment, the Group Embedded Figures Test (GEFT) was used to identify students cognitive styles either Field-Dependent (FD) or Field-Independent (FI). The research data were obtained from a test consisting of five questions to measure students' understanding of trigonometry concepts. The data were then analyzed using two-way ANOVA. The results of the research show that 1) the collaboration of TPS Leaning Model and m-Learning based on Android leads to the higher achievement of the students on the understanding of trigonometry concepts if compared to students in conventional groups (expository). 2) there was no interaction effect between the collaborative learning and cognitive style of students' understanding of trigonometry concepts.

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Section: Introductionmentioning

confidence: 99%

Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Jelatu¹,

Kurniawan²,

Kurnila³

et al. 2019

INT J INSTRUCTION

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“…Mobile technologies and mobile applications are promising tools for creating collaborative‐learning environments because they have potential for increasing student participation by easily sharing materials and providing new communication channels (Hsu & Ching, ). Use of Mobile Collaborative Learning provides various advantages, such as “ … context awareness, portability, connectivity and social interaction ” (Lee, , p. 44). The study by Giesbers, Reinties, Tempelaar, and Gijselaers () analyzed the relationship between the use of online tools and students' motivation, participation and performances in a facultative summer course in economics.…”

Section: Introductionmentioning

confidence: 99%

The effect of authentic m‐learning activities on student engagement and motivation

Alioon

Delialioğlu²

2017

Brit J Educational Tech

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Authentic collaborative m‐learning activities were designed, developed and implemented for a computer networking course. The effect of the activities on student engagement and motivation were analyzed using a mixed method research design. Moreover, the effect of the iterative design of the content and instructional process of authentic m‐learning activities on students' engagement and motivation were analyzed in the study. The activities were implemented for two consecutive semesters and were modified based on the findings from the first semester. Student engagement survey and motivation questionnaire were used to collect quantitative data, student interview protocol was used to collect qualitative data for further investigation. The findings from the first semester indicated that the engagement categories “personal development” and “satisfaction from the course” had the highest mean scores. In the second semester, the highest mean score belonged to the “personal development” category, followed by “collaborative learning.” Comparison of the results from two semesters revealed that the improvements in the content of the activities and instructional process increased the “collaboration” among students as well as their “interaction with instructor.” Paired sample t‐tests revealed a difference in indicators of student motivation within groups in both semesters. Analysis of the interview data showed that students perceived the authentic activities as an appropriate tool for enhancement in “communication” and “collaboration” opportunities.

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“…There are several potential benefits and limitations to the use of technologies to improve educational access. The following are some of the benefits of mobile learning technologies: (a) they remove geographical constraints in learning; (b) they help students to develop a self-centered learning pedagogy; and (c) they facilitate an efficient communication mechanism for learning as well as endorsement and review of content between teachers and learners (Chew et al, 2018 ; Kukulska-Hulme, 2007 ; Kukulska-Hulme et al, 2011 ; Lee, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

“…As described by Chatti et al ( 2012 ) mobile learning becomes interactive when used in a collaborative environment (Lee, Clark and Nosekabel, 2011 ). It provides both formal and informal learning associated with interaction and exchange of information.…”

Section: Introductionmentioning

confidence: 99%

Systematic review on mobile collaborative learning for engineering education

2022

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Our daily lives have been transformed by mobile smart devices. Due to the sudden impact of the coronavirus (Covid-19) on education, the importance of mobile devices for communicating with teachers and students has risen to a new level of prominence. The Web of Science and Scopus databases were used to conduct a systematic review of the research on mobile collaborative learning in engineering education. The purpose of this review is to ascertain the degree to which research on mobile collaborative learning has been conducted in the field of engineering education between 2010 and 2020. A total of 48 articles were reviewed to ascertain the research methodologies and area of study, as well as to provide an updated review of studies on mobile collaborative applications, particularly in the field of engineering education. Among the most significant findings is that the majority of publications make use of augmented reality and mobile application development. According to the review, the majority of studies were conducted in the fields of computer sciences, electronic engineering, and artificial intelligence.

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Developing Mobile Collaborative Learning Applications for Mobile Users

Cited by 9 publications

References 6 publications

Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

The effect of authentic m‐learning activities on student engagement and motivation

Systematic review on mobile collaborative learning for engineering education

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