Mobile Learning Methodology for European Trainers and VET Systems Quality Improvement

Almeida, Cristina; Moldovan, Liviu

doi:10.1016/j.protcy.2013.12.544

Cited by 16 publications

(3 citation statements)

References 6 publications

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“…The 21st century learning strategy focuses more emphasis on the incorporation of technology to create students who possess the quality of critical thinking and technical literacy. The use of computer and information technology, as well as a multidiscipline learning model based on technological innovation, have all contributed significantly to improving the quality of TVET students, which is able to encourage the participation of more students in the TVET system (Almeida & Moldovan, 2014;Azid et al, 2023;Badawi & Drăgoicea, 2023;Divayana et al, 2021b;Hochmuth et al, 2022;Maksum et al, 2022;Muchlas et al, 2023;Ogbuanya & Onele, 2018;Samah et al, 2022;Shapiro et al, 2017;Ulfatin et al, 2022;Wu et al, 2010;Zaikov et al, 2021). This factor, along with recent advances in technology, has a significant impact on the pace that the community's economy is expanding.…”

Section: Resultsmentioning

confidence: 99%

TVET Educational Learning Strategies and their Impact on Students: A Systematic Literature Review

Tshong,

Yasin

2023

IJARBSS

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Inequality of participation and access to quality education for disadvantaged students in the TVET education system is an issue that is often reported by researchers around the world. Learning strategies play an important role in increasing student participation. This systematic literature review was conducted to identify the impact of TVET education learning strategies, analyses the impact and adapt appropriate learning strategies in increasing the participation of urban and rural students to reduce the inequality of access in TVET education. A thematic analysis through 22 papers were selected from Scopus, Web of Science (WOS), ERIC, and Science Direct databases under the guidance of the PRISMA procedure specifically in comparing the TVET learning strategies best practices and the impact of the diversity of learning strategies that practiced. The finding of this SLR review reveals that job-based learning dominates TVET education, and that technology integration has a significant impact on current trends in industry demand. Therefore, the proposal to use the integration of technology in the existing TVET education needs to be considered to increase the participation of urban students as well as the access of rural and rural students as well as improve the development of human resources in achieving the SDGs.

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Section: Resultsmentioning

confidence: 99%

TVET Educational Learning Strategies and their Impact on Students: A Systematic Literature Review

Tshong,

Yasin

2023

IJARBSS

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“…This programme aims at spreading the use of SRS software (designed to allow content delivery and evaluation through mobile devices) through the design of a specific training module for trainers, and the development of a pilot programme to assess its use. The results were very positive, obtaining a high level of participation and positive evaluation of the tool's advantages (Almeida & Moldovan, 2014).…”

Section: José Carlos Sánchez Prieto Susana Olmos Migueláñez Y Francisco J García-peñalvomentioning

confidence: 97%

Understanding mobile learning: devices, pedagogical implications and research lines

Prieto

Migueláñéz

García‐Peñalvo

2014

Education in the Knowledge Society

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El desarrollo de las nuevas tecnologías y el interés en la aplicación de las mismas al proceso de enseñanza aprendizaje han provocado el nacimiento de nuevas metodologías didácticas que pretenden sacar el máximo partido a los dispositivos. Una de las que más fuerza ha cobrado en los últimos años es el mobile learning. Nuestra intención con este artículo es describir las características principales de esta metodología, centrándonos especialmente en las implicaciones pedagógicas que trae consigo y la situación actual de la investigación en este campo, especialmente en España y en Europa.El artículo está dividido en cuatro secciones. En primer lugar, definiremos el concepto de mobile learning y su relación con los ámbitos de enseñanza. En segundo lugar, pasaremos a describir las posibilidades didácticas de los terminales móviles, centrándonos especialmente en los más populares en la actualidad, smartphones y tabletas, que han supuesto un importante avance en este campo. En tercer lugar, profundizaremos en los criterios pedagógicos para el desarrollo de actividades mLearning en los distintos paradigmas y contextos educativos, así como las estrategias de formación del profesorado. Por último, presentaremos las principales líneas de investigación y tendencias actuales y describiremos la situación en los territorios mencionados anteriormente.

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“…Although there are specifically designed devices created to be used as SRSs, their use has not been generalized due to their high cost, so alternative systems based on the use of generic electronic devices have been sought, including personal digital assistants (PDAs) and mobile phones [13]. Mobile devices are used as SRSs through online services that provide the collection and evaluation of responses in real time [14]. In practice, SRSs offer teachers the opportunity to pose multiple-choice questions to their students, so that they respond individually using a handheld wireless transmitter, while these responses can be displayed immediately using charts.…”

Section: Introductionmentioning

confidence: 99%

Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics

2020

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In recent years, several innovations have emerged in the field of education, including Blended-Learning, Massive Open Online Courses, Flipped Classroom and Gamification. In particular, several investigations have highlighted the effectiveness of student response systems, or clickers, in different subjects and disciplines. Although some literature reviews have been published on this subject, none of them offer a review of a large volume of publications from a multidisciplinary approach. Similarly, in the literature there are no studies that have analyzed scientific collaborations on this subject. To respond to these concerns, we proposed the use of a bot to retrieve information from a large number of papers (1696 documents co-authored by a total of 4091 researchers) included in the Scopus database. The disciplines covered include natural sciences, engineering and technology, medical and health sciences, agricultural and veterinary sciences, social sciences and humanities, and the arts. The review of the literature reveals that student response systems are generally well-perceived by teachers and students in all the disciplines. Another interesting result achieved from visual data obtained using network visualization software and word clouds is that student response systems are mainly used in some disciplines, such as physics, chemistry, medicine, and nursing. It is clearly observed that the relationship between researchers from the same country is stronger than between researchers from different countries. Finally, some reflections are included on the role of student response systems in online teaching, especially regarding the changes experienced after the COVID-19 pandemic.

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Mobile Learning Methodology for European Trainers and VET Systems Quality Improvement

Cited by 16 publications

References 6 publications

TVET Educational Learning Strategies and their Impact on Students: A Systematic Literature Review

TVET Educational Learning Strategies and their Impact on Students: A Systematic Literature Review

Understanding mobile learning: devices, pedagogical implications and research lines

Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics

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