Social Networks and Mobile Devices in Higher Education: Pilot Project

Šimonová, Ivana; Poulová, Petra

doi:10.1109/compsac.2015.192

Cited by 6 publications

(3 citation statements)

References 14 publications

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“…Isamiddinovna (2019) indicated that MALL is considered a promising technology approach for learning a foreign language. MALL is different from traditional learning because learners can conveniently interact with mobile devices anytime and anywhere (UNESCO, 2013;Simonova, 2015). There are a variety of mobile applications which provide learners with useful and informative knowledge.…”

Section: Mobile-assisted Language Learning (Mall)mentioning

confidence: 99%

Promoting Learner Autonomy in Learning English Listening Skills through Mobile-Assisted Applications

Nguyen

2023

acoj

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The use of mobile-assisted applications such as Listen to English Daily Practice, LearnEnglish Podcasts, and VOA Learning English: AI+ has significantly contributed to learners' improvements in English skills. This mixed methods research aimed to investigate how mobile-assisted applications promote learner autonomy in and beyond English listening classes. To serve the research purposes, the study employed a two-month experimental teaching, class observations, two sets of questionnaires, and interview responses. The findings revealed that students showed a higher level of engagement, motivation, and responsibility in their learning. Moreover, students expressed their purposeful selection of learning content and effective use of their learning strategies, resulting in better listening competence. Most of them shared their positive attitudes toward the use of mobile-assisted applications. However, the students still revealed some difficulties, such as the insufficiency of teachers' supervision and feedback, as well as the gradual decrease in students' persistence and commitment to using those applications. Therefore, some pedagogical implications were suggested to help students mitigate some barriers and drawbacks and maximize the quality of learning English listening using mobile-assisted applications.

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Section: Mobile-assisted Language Learning (Mall)mentioning

confidence: 99%

Promoting Learner Autonomy in Learning English Listening Skills through Mobile-Assisted Applications

Nguyen

2023

acoj

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“…They stated that they were happy to be able to access the course materials and to communicate with their teachers and friends wherever and whenever they wanted, as well as to get help from social networks to prepare for their exams and their homework or projects. Some other research shows that social networks support informal learning (Alcantar, Ballesteros, Torres, Padilla, and Barajas, 2016;Alkan and Bardakçı, 2017;Al-Mukhaini, Al-Qayoudhi, and Al-Badi, 2014;Asberg, 2013;Buzzetto-More, 2012;Chvanova, Khramova, Pitsik, and Hramov, 2016;Clothey, 2016;Dere, Yücel, and Yalçınalp, 2016;Dhanhani, Mizouni, Otrok, and Rubaie, 2015;James, 2014;Klimova and Poulova, 2015;Komninou, 2018;Lavy, 2015;Messner, 2009;Mora, Pont, Casado, and Iglesias, 2015;Moolenaar and Daly, 2012;Pettenati and Ranieri, 2006;Rivero, 2011; Sá nchez-Gómez, Iglesias-Rodrí guez, and Garcí a-Peñalvo, 2017; Schachter, 2011; Simonova and Poulova, 2015;Wang, Chen and Liang, 2011).…”

Section: Social Network As a Learning And Teaching Environmentmentioning

confidence: 99%

Social Networks as a Learning and Teaching Environment and Security in Social Networks

Tosun¹

2018

JETS

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Technology is in a constantly evolving and changing structure since the existence of mankind. Because of this dynamic structure, technology fulfills a number of functions such as facilitating people's lives, time, profit from work, profit from cost, making life more enjoyable. At the same time, technology is used in all areas of life, and it also causes changes and transformations in these areas. Education is one of these areas, perhaps the most important, that technology affects. The hunter society, written with nails, made an important step with the paper's invention, and the written documents were moved from the stones to the books. The invention of computers and the internet has also opened an important milestone in human history and education. In the beginning, the course contents loaded on storage units such as floppy disks, CDs, DVDs were used by the students and teachers, computers were included in the education systems. During periods when we have not yet met with the internet, computer-assisted education has found a large place in many educational institutions and in the curriculum of education level. The development of information Technologies led to widespread use of the internet over time, and shortly thereafter examples of use in education began to increase. Computer-assisted education has also led to the rapid transition of education through internet-supported education, along with the different demands of the network society's individuals. Users are not satisfied with the internet environments where only reading authority is available, and more and more active and interacting requests have come to the agenda. Beyond reading, social networks that make it possible to comment, create content, upload/share/view images, upload video/audio files, and make video, text and voice calls have become popular for users. Social networking platforms where users interact with the environment or with other users in the environment have been attracted by the diversity of user profiles, the usage rates and durations, and the easy and versatility of accessibility. Because of these features, studies on the use of social networks in the field of education to support learning and teaching have also been accelerated and diversified. Social networks can also contain some security issues because they are huge platforms where billions of users are together. Having information about security issues as little as possible, what to do when they are encountered is important for the continuity of learning and teaching. The aim of this study is to demonstrate the importance of social networks, education, learning and teaching influences, possible security threats to be encountered in social networks, and measures to be taken. It is hoped that working in this context will shed light on the work of learners, teachers and decision makers on the subject.

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“…Social networks and mobile devices are major tools for reflecting the latest trends in higher education. Simonova and Poulova [22] collected relevant and appropriate data for statistics on the types and access frequencies of 19 social networks and the ownership and purposes of use of 12 kinds of mobile devices; the results showed that students have been fully equipped with mobile devices and use them for private purposes, and a high learning efficiency has been achieved. Amaratunga and Ranasinghe [23] created a mechanism to exploit the inherent but haven't been fully utilized functions of mobile devices with a content format specifically designed to maximize opportunistic educational content delivery and take it as a means of disseminating basic educational content.…”

Section: Introductionmentioning

confidence: 99%

Construction of A Mobile Learning Environment Based on Complex Network

Zhao¹

2022

Int. J. Emerg. Technol. Learn.

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Fragmentation Learning based on intelligent mobile terminals can generate a large amount of mobile learning trajectory data, and the network formed by these mobile terminals is a very complex network. This paper researched the construction of a mobile learning environment based on complex network, in the hopes of providing a new idea for solving problems in the learning information dissemination of mobile terminals and the integration of mobile learning resources. In the beginning, this paper introduced the concept and features of complex network for mobile learning in the context of an English fragmentation learning environment, built a learning information dissemination model, and proposed an immune strategy under the conditions that terminal nodes won’t perform similar repeated learning after completing mobile learning. Then, the paper elaborated on the construction process of a mobile learning environment based on keyword co-occurrence, and established the keyword co-occurrence adjacency matrix and weighted matrix. In the end, experimental results proved the accuracy and usability of the proposed strategy.

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Social Networks and Mobile Devices in Higher Education: Pilot Project

Cited by 6 publications

References 14 publications

Promoting Learner Autonomy in Learning English Listening Skills through Mobile-Assisted Applications

Promoting Learner Autonomy in Learning English Listening Skills through Mobile-Assisted Applications

Social Networks as a Learning and Teaching Environment and Security in Social Networks

Construction of A Mobile Learning Environment Based on Complex Network

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