Ubiquitous Social Presence: Context-Awareness in a Mobile Learning Environment

Kekwaletswe, Ray; Ng’ambi, Dick

doi:10.1109/sutc.2006.142

Cited by 20 publications

(11 citation statements)

References 11 publications

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“…Such an observation highlights the ways in which virtual networks shift the ecological limits of social engagements and related individual identities among communities where access to resources, capital, knowledge, and opportunity are otherwise polarized between rich and poor. Kekwaletswe (2007) posits that the role of social network communities online and using mobile devices in higher education in South Africa can 'be that of an enabling knowledge-sharing space'…”

Section: Socio-technical Theory and Pathways To Higher Educationmentioning

confidence: 99%

Tracing pathways to higher education for refugees: the role of virtual support networks and mobile phones for women in refugee camps

Dahya

Dryden‐Peterson

2016

Comparative Education

107

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Section: Socio-technical Theory and Pathways To Higher Educationmentioning

confidence: 99%

Tracing pathways to higher education for refugees: the role of virtual support networks and mobile phones for women in refugee camps

Dahya

Dryden‐Peterson

2016

Comparative Education

107

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“…For example, participants in an IM environment develop an ability to express emotions by using 'emotional icons' or 'emotional nicknames'. Kekwaletswe and Ng'ambi (2006) claimed that social presence afforded by IM could successfully maintain social networks for anywhere, anytime learning with mobile devices. Nardi et al (2000) indicated that communication has two inter-dynamic aspects: 'interaction' to exchange actual information and 'outeraction' to conduct social talk and negotiate the time and place of the meeting.…”

Section: Critical Mass and Social Presence Of Instant Messagingmentioning

confidence: 99%

The effect of an MSN agent on learning community and achievement

Hwang

Huang

2011

Interactive Learning Environments

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The use of instant messaging to support e-learning will continue to gain importance because of its speed, effectiveness, and low cost. This study developed an MSN agent to mediate and facilitate students' learning in a Web-based course. The students' acceptance of the MSN agent and its effect on learning community identification and learning achievement were investigated using the technology acceptance model. Results indicated that the MSN agent proved easy to use, and that students recognized its benefits with regard to their learning. In more detail, students perceived that the MSN agent would be beneficial to learning community identification, but this perceived usefulness had less effect on their learning achievement. However, it was found that perceived system usage of the MSN agent was significantly related to learning achievement, which differed from the result of analyzing students' perceived usefulness of the agent. Rather than using a systematic recording log, the perceived system usage of the MSN agent was measured through questionnaires. Interview feedback revealed that effective learning was related to the learners' engagement in the MSN agent and not just from their perceived usefulness of it. Therefore, the MSN agent could have more potential to facilitate students' learning in an online environment if learning activities related to study are designed to promote students' engagement.

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“…User behaviors can be acquired and predicated [Ashbrook and Starner 2002] such that social presence awareness [Kekwaletswe and Ngambi 2006] can be utilized in various learning contexts, ranging from classroom, library, to residence. Based on the different communication channels available, short message service via GPRS can be used for frequently asked questions, or instant learning objects can be delivered if WiFi is available [Kekwaletswe and Ngambi 2006]. Sensors and Wifi can be integrated with pocket PC devices [Proctor and Burton 2003], so that location-aware information of, for example, museum artworks can be downloaded instantly to provide audio or visual information.…”

Section: Location-based Servicesmentioning

confidence: 99%

Technology supports for distributed and collaborative learning over the internet

Lau²,

Shih

et al. 2008

ACM Trans. Internet Technol.

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With the advent of Internet and World Wide Web (WWW) technologies, distance education (elearning or Web-based learning) has enabled a new era of education. There are a number of issues that have significant impact on distance education, including those from educational, sociological, and psychological perspectives. Rather than attempting to cover exhaustively all the related perspectives, in this survey article, we focus on the technological issues. A number of technology issues are discussed, including distributed learning, collaborative learning, distributed content management, mobile and situated learning, and multimodal interaction and augmented devices for e-learning. Although we have tried to include the state-of-the-art technologies and systems here, it is anticipated that many new ones will emerge in the near future. As such, we point out several emerging issues and technologies that we believe are promising, for the purpose of highlighting important directions for future research.

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Ubiquitous Social Presence: Context-Awareness in a Mobile Learning Environment

Cited by 20 publications

References 11 publications

Tracing pathways to higher education for refugees: the role of virtual support networks and mobile phones for women in refugee camps

Tracing pathways to higher education for refugees: the role of virtual support networks and mobile phones for women in refugee camps

The effect of an MSN agent on learning community and achievement

Technology supports for distributed and collaborative learning over the internet

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