Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students’ Science Learning

Song, Yanjie; Wen, Yun

doi:10.1007/s10956-017-9715-z

Cited by 32 publications

(19 citation statements)

References 34 publications

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“…The application of the BYOD program facilitates the storage and recovery of files; however, the portability of the devices causes negative limitations related to weight and size [40]. In addition, the application of this model allows students to understand the concepts more easily and promote understanding collaborative discussions to build learning [41], although it requires adequate teacher training for it to develop appropriately [42]. Positive repercussions are also observed in student learning, which can affect student behavior in the teaching and learning process [34], although many of the student may refuse to use it, due to the possible loss or device damage [43].…”

Section: Flipped Learning and The Byod Program: A Binomial For Learnimentioning

confidence: 99%

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

et al. 2020

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The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

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Section: Flipped Learning and The Byod Program: A Binomial For Learnimentioning

confidence: 99%

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

et al. 2020

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“…En este sentido, Kim, Suh, & Song (2015) describen como, con las aplicaciones adecuadas, la telefonía móvil puede actuar como sensores específicos para recoger datos útiles (por ejemplo, ángulos, distancias, tiempo). Asimismo, este conjunto de dispositivos móviles facilita la interacción entre compañeros, permitiendo la comunicación instantánea y favoreciendo la cooperación y la colaboración entre iguales a partir de espacios de discusión online (Song & Wen, 2017).…”

Section: Pi 1) ¿Qué Tipos De Ayudas Ofrecen Las Diferentes Herramienunclassified

“…Otro aspecto a destacar es la participación del docente a lo largo de las diferentes fases de las investigaciones analizadas. Por ejemplo, en Song & Wen (2017) los docentes participan en el diseño de las actividades de aprendizaje, en Sung, Hwang, Wu, & Lin (2018) el pre-test y el posttest son desarrollados por los docentes y en Otrel-Cass et al (2012) el vídeo-análisis de las actividades es realizado conjuntamente por investigadores y docentes. En las propuestas que han incorporado la participación activa del docente, existe consenso sobre la evolución de los mismos a lo largo de los proyectos.…”

Section: Pi 3) ¿Qué Cambios Promueven Las Herramientas Tecnológicas unclassified

“…c) Cambios en el seguimiento y evaluación formativa. Kim et al (2015) destacan que son necesarias nuevas estrategias de evaluación para entornos de enseñanza y aprendizaje complejos y dinámicos y, de hecho, en algunos de los trabajos revisados, se observa como la tecnología ha colaborado en este sentido: grabación de vídeos por parte de los estudiantes (Falloon, 2017), uso de herramientas web (van Aalst & Truong, 2011) o app para desarrollar mapas conceptuales (Song & Wen, 2017). Estas herramientas permiten al alumnado compartir su conocimiento y al docente recoger evidencias útiles (notas, fotos, vídeos) que le ayuden a guiar las indagaciones y a evaluar la evolución del alumnado de una forma que no sería posible sin la tecnología.…”

Section: Pi 3) ¿Qué Cambios Promueven Las Herramientas Tecnológicas unclassified

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Las ayudas en indagaciones científicas escolares mediadas por herramientas tecnológicas. Investigaciones de la última década

Llussà¹,

Camaño²,

Plana³

2019

DER

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“…Under the concept of blended learning and mobile learning, BYOD is gradually appearing in classrooms and becoming an important way to optimize classroom teaching. In addition, attention has often been paid to the forms of blended learning and BYOD, but there is still a lack of research on how BYOD can be used to promote better learning experiences and to enhance engagement [11].…”

Section: Introductionmentioning

confidence: 99%

Exploring Undergraduates' Learning Engagement via BYOD in the Blended Learning Classroom (EULEBYODBLC)

He¹,

Zhao²

2020

IJIET

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The study explored the learning engagement of BYOD (Bring your own device) in a blended-learning classroom. In a blended learning environment, 51 undergraduates of the same class participated in two core courses. In Course A, as the experimental group, they brought their own devices to facilitate their learning, whereas in Course B, as the control group, they did not. The study compared the undergraduates' engagement in the two courses. The results of the learning behavior analysis on the learning platform system and interviews after the 16-week courses showed that BYOD in the classroom improved the undergraduates' engagement in the blended learning classroom. Finally, the study is suggested that instructors and researchers could design learning activities in the classroom with BYOD support to improve undergraduates' engagement.Index Terms-Blended learning, undergraduate, bring your own device (BYOD), learning engagement.

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Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students’ Science Learning

Cited by 32 publications

References 34 publications

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

Las ayudas en indagaciones científicas escolares mediadas por herramientas tecnológicas. Investigaciones de la última década

Exploring Undergraduates' Learning Engagement via BYOD in the Blended Learning Classroom (EULEBYODBLC)

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