The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom

Abstract

Minjuan Wang is an associate professor of Educational Technology at San Diego State University. Her research specialties focus on the sociocultural facets of online learning, mobile learning and technological interventions in language education. She has published peer-reviewed articles in Educational Technology Research and Development, Computers and Education, Educational Media International, TechTrends, and the British Journal of Educational Technology. She has also published book chapters on engaged learning in online problem solving, Cybergogy for interactive learning online, informal learning via the Internet, and effective learning in multicultural and multilingual classrooms. AbstractChinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many online classes simply provide recorded instructor lectures, which only reinforces the negative effects of passive nonparticipatory learning. At Shanghai Jiaotong University, researchers and developers actively seek technologic interventions that can greatly increase interactivity in large blended classes. They developed a cutting-edge mobile learning system that can deliver live broadcasts of real-time classroom teaching to students with mobile devices. Their system allows students to customise means of content-reception based on when and where they tune into the broadcast. The system also supports short text messaging and instant polls. Through these venues, students can ask questions and make suggestions in real time, and the instructor can address them immediately. This article describes this system in detail, and also reports results from a formal implementation of the system in a blended English classroom of 1000 students (with about 800 being online). As the data reveal, m-learning activities can much better engage students in the learning process. Students in this class changed from passive learners to truly engaged learners who are behaviourally, intellectually and emotionally involved in their learning tasks.

Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning

“…Similarly, the student decides the study time (Garnham & Kaleta, 2002;Smyth, Houghton, Cooney, & Casey, 2012;Gómez & Duart, 2012;Mitchell & Honore, 2007). Studies show that students who pursue courses through the hybrid learning are better motivated and pay more attention during the study process (Sharpe, Benfield, Roberts, & Francis, 2006;Woltering, Herrler, Spitzer, & Spreckelsen, 2009;Donnelly, 2010;Wang, Shen, Novak, & Pan, 2009;Martinez-Caro & Campuzano-Bolarin, 2011). Professors argue that hybrid courses develop critical thinking skills in students.…”

The Effectiveness of Blended Learning Based on Blackboard in Immediate and Delayed Achievement and Retention in a Physics Course among Health Colleges Students at King Saud University (KSU)

“…‫ميزات‬ ‫من‬ ‫التربوي‬ ‫األدب‬ ‫إليه‬ ‫أشار‬ ‫ولما‬ ‫التعلم‬ ‫من‬ ‫النوع‬ ‫لهذا‬ ( e.g., Singh, 2010;Lei, 2010;Donnelly, 2010;Wang et al, 2009;Voci, & Young, 2001 ،) ‫تقييم‬ ‫ضرورة‬ ‫إلى‬ ‫باإلضافة‬ ‫والمستحدثات‬ ‫الحديثة‬ ‫التقنيات‬ ‫مساهمة‬ ‫مدى‬ ‫عند‬ ‫وخاصة‬ ‫الطلبة،‬ ‫تعلم‬ ‫في‬ ‫التكنولوجية‬ …”

Prototype Development of Mobile App for Trilingual Islamic Banking and Finance Glossary of Terms via iOS and Android Based Devices

“…Other studies that are related to establishing the mobile learning foundation focused on students' perceptions and attitudes in using this sort of technology. Findings from these researches revealed that the integration of mobile-learning into classrooms generated strong positive interests among students [18], [19]& [20]. Furthermore, there were studies that indicated students really enjoyed learning via mobile devices [21]& [22] and they believed that they were competent and at ease when using the mobile devices in performing learning assignments [23]& [24].…”