IMSSAP: After‐school interactive mobile learning student support application

Khachan, Ahmad M.; Özmen, Ahmet

doi:10.1002/cae.22096

Cited by 11 publications

(5 citation statements)

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“…The specific way of constructing the PMC surface First, the index scores of the 10 first-level variables of the basic education after-school service policy are transformed into a 3×3 PMC index model thirdorder matrix according to equation (5). Finally, the three-dimensional PMC surface is plotted.…”

Section: ) Plotting the Pmc Surfacementioning

confidence: 99%

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Discussion on the policy change and development of after-school services in basic education in the information age

Cao

2024

Applied Mathematics and Nonlinear Sciences

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In terms of students’ actual needs and students’ diversified development needs, it is difficult for the after-school service work at the present stage to fully meet students’ actual needs. This paper applies the PMC index to the analysis of after-school service policy, quantifies the text of basic education after-school service policy, divides different after-school service policies into different grades according to their PMC indexes, and presents the PMC indexes of after-school service policy in the form of pictures. With the help of the weight value of each dimension of after-school service quality of the expert consultation method, the SERVQUAL model was used to calculate the overall perception of students on the quality of basic education after-school service and to analyze the current level of basic education after-school service quality. Strategies for optimization are suggested based on the current index and quality of after-school service policies. The results show that the PMC score of the after-school service policy in Province S in 2022 is 8.91, which is at the merit level, but the shortcoming is that the policy timeliness lacks a short-term policy goal within one year, and the mean value of students’ overall perception of the quality of after-school services in schools is 4.33, and the mean value of overall expectation is 4.401, and the overall service quality gap is −0.07. The overall service quality SQ = −0.07 < 0 Students’ perceived quality of after-school services was low. The quality of after-school services in basic education should be enhanced by enhancing its short-term objectives in the future development of the policy on after-school services.

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Section: ) Plotting the Pmc Surfacementioning

confidence: 99%

“…After-school services, which are educational activities that occur after school hours, will inevitably increase the working time, space, and content of teachers. Therefore, how to reduce teachers' burden, protect their rights and interests, and enhance teachers' enthusiasm is also the due care of after-school service [4][5].…”

Section: Introductionmentioning

confidence: 99%

Discussion on the policy change and development of after-school services in basic education in the information age

Cao

2024

Applied Mathematics and Nonlinear Sciences

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“…Finally, the use of Massive Open Online Courses (MOOCs) in mobile learning was examined in only 1 of the studies. Khachan, 2019;Alioon, 2016;Ozan, 2013;Özdemir, 2015;Tutal, 2016;Ekici, 2018;Gülcü, 2015;Bolatlı, 2018;Köse, 2017;Büyükbeşe, 2019 Positive Attitude towards the Course 119 that mobile learning is effective in scientific process skills (n=1), reducing anxiety about use of technology (n=1) and raising awareness about mobile learning tools (n=1). In conclusion, a considerable amount of graduate studies reveals the benefits of mobile learning which are, in general, a positive effect on academic success and positive attitude towards mobile learning and the course, increasing motivation.…”

Section: Findings About the Potentials And Challenges Of Mobile Learningmentioning

confidence: 99%

Mobile Learning in Turkey: Trends, Potentials and Challenges

Özsari

Saykili

2020

Journal of Educational Technology and Online Learning

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Several components of learning including learners, teachers, schools, learning methodologies, learning content and evaluation criteria are affected by changing technologies. Like other technology-based learning methods, mobile learning is also a product of a period in which new technologies and education are intertwined. As new learning and technologies become more personalized, learner-centered, connected, portable and ubiquitous, skills such as cooperation, communication, critical thinking and creativity start to stand out. Mobile learning has a potential to address these skills and better cater for today's digital native learners thanks to the aforementioned affordances. This potential of mobile learning is the starting point for this study. The aim of this study is to see the trends of mobile learning over the years and to discuss its potentials and challenges. In line with this purpose, the graduate theses published in Turkish Higher Education Council Thesis Database between 2010 and 2019 were reviewed by content analysis method. The results of the study revealed that mobile learning in graduate studies offer the potentials to positively effect on academic achievement, facilitate positive attitude towards mobile learning, increase motivation and develop positive attitude towards the course. In addition, the results also demonstrated that mobile learning is time and place independent, easy, fun and helpful for vocabulary learning and increasing interaction. However, there were also challenges reported associated with mobile learning such as technical and infrastructural problems and lack of hardware and software used in mobile leaning tools.

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“…Learning using mobile devices or called mobile learning is considered as one of the fastest growing learning platforms. Students' interest in using mobile learning is very large because students can have learning experiences anywhere, anytime, and according to the abilities of each student (Khachan & Özmen, 2019;Sha et al, 2012). Mobile learning has a positive impact, namely it can broaden and increase student involvement in learning (Crompton et al, 2019;Fu et al, 2021;Lai, 2020).…”

Section: ▪ Introductionmentioning

confidence: 99%

Ethnomatematics-Based Mobile Learning Design to Improve Self-Regulated Learning

Utami

Ulfa²,

Praherdhiono³

2022

JPMIPA

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This study aims to produce ethnomatematic-based mobile learning that can be implemented so that it can improve student self-regulated learning. The research design used was the pre and posttest group design. The experimental and control groups will be given a pretest before treatment and a posttest after treatment. The population used was elementary school students and the sample used was 439 consisting of 215 students from the experimental class and 224 students from the control class. Data analysis in this study used statistical data processing software IBM SPSS version 27. Based on the summary of the results of the independent t test, the value of Sig. (2-tailed) on the posttest data of <0.001. This value is smaller than the specified significance level of 0.05. This means that the averages of the experimental and control groups at the time of the posttest were significantly different. The results of the analysis of self-regulated learning show that the analysis carried out on selfregulated learning only obtained complete data on 134 students from the experimental class and 134 from the control class. The research results in the experimental class show that the learning planning variable is in the high category. The conclusion from this research is that the results of learning with mobile learning with ethnomathematics content on self-regulated learning can improve student learning outcomes so that they can be implemented in schools.

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IMSSAP: After‐school interactive mobile learning student support application

Cited by 11 publications

References 20 publications

Discussion on the policy change and development of after-school services in basic education in the information age

Discussion on the policy change and development of after-school services in basic education in the information age

Mobile Learning in Turkey: Trends, Potentials and Challenges

Ethnomatematics-Based Mobile Learning Design to Improve Self-Regulated Learning

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