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《现代远程教育研究》2011,(6):81-81
本刊讯第10届移动学习国际会议（mLearn2011）于2011年10月18—21日在北京师范大学召开。北京师范大学教育学部部长石中英教授、北京师范大学教育技术学院院长余胜泉教授和英国开放大学、国际移动学习协会主席AgnesKukulska—Hulme教授在开幕式致辞,欢迎来自国内外从事移动学习研究与实践的研究者与实践者。 相似文献
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2006-2011年我国移动学习研究综述 总被引：1，自引：0，他引：1
近年来,移动学习(M-learning)便捷性、个性化、交互性特点使其成为远程教育研究热点。为探究移动学习研究现状和趋势,文章通过2006-2011年我国远程教育重要期刊和硕博论文关于移动学习研究进行内容分析,对我国6年来移动学习发展新现状进行归纳,旨在为今后移动学习研究提供参考。 相似文献
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《湖北大学成人教育学院学报》2018,(1):8-13
当前,移动学习成为现代远程教育研究的热点。笔者基于艾媒咨询发布的移动教育市场研究报告,深入发掘移动学习者的核心诉求,通过剖析移动学习的实际发生过程,实现移动学习的要素分析,并综合运用思维可视化技术、虚拟现实技术、云服务、大数据分析、移动流媒体技术、HTML5等信息技术构建移动学习的技术支持模型,细化分析移动学习资源、移动学习服务及移动学习终端层面的技术支撑,最终完成移动学习的可靠性研究。 相似文献
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随着移动通信技术的发展,一对一数字化学习出现了新的形式——移动学习。本文分析了移动学习的内涵演变历程、支持技术的发展变革,在此基础上介绍了国内外移动学习的经典项目,然后深入分析了移动学习研究面临的困境,并结合移动学习理论和技术发展的趋势,对移动学习的未来研究发展加以展望。 相似文献
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移动及情境学习世界会议是由国际移动学习协会发起的一年一次的移动学习国际会议,其对全世界移动学习的研究发展起着重要的影响作用。本文对近六届移动学习世界会议的主旨报告及专题论坛进行了全面回顾,发现：学者对移动学习内涵的认识已经走出了泛化的概念讨论和特性总结阶段,开始迈向本质属性及实施策略研讨,移动学习支持技术研究也由单一支持技术发展为多种技术融合,终端技术趋于多样化,实践项目越来越受到关注,但目前在社区教育领域中应用的项目研究仍较少。在未来几年,预计移动学习理论将更加注重移动学习的教育学、心理学基础理论研究,同时,可穿戴技术、人工智能技术、增强现实技术与传感技术等新型技术亦将被引入移动学习研究和实践中,与之同时,研究者还将会关注专业平台研发。就应用领域而言,研究者会越来越关注移动学习在社区教育领域的巨大潜在市场,不断创新移动技术支持的新型社区教育应用实践模式与策略,提升社区教育绩效。 相似文献
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移动通信技术的发展及3G技术的推进带来了移动学习的可能,而一些学习理论和技术支撑使得移动学习应用于成人教育成为可能。本文在分析移动学习特点的基础上,进一步研究了移动学习在成人教育中的可行性、适应性及其出实施方式和意义。 相似文献
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智能手机功能的提升和移动通信技术的发展为学习者实现移动学习提供了便利。在研究手机移动学习现状的基础上,分析了智能手机的功能特点。从技术角度对基于智能手机的移动学习进行了可行性分析,并详细探讨了适用于智能手机的移动学习方式。 相似文献
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基于手机的移动学习——教育技术研究的新热点 总被引：5，自引：1，他引：5
2000年人们开始进行移动学习的研究,到2006年基于手机的移动学习则从学术研究阶段迅速走进实际应用阶段。本文探讨了基于手机的移动学习的软、硬件技术现状及其应用模式与发展趋势,指出基于手机的移动学习时代即将到来,并将是教育技术研究的新热点。 相似文献
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Investigating the determinants and age and gender differences in the acceptance of mobile learning 总被引：4，自引：0，他引：4
Yi-Shun Wang Ming-Cheng Wu Hsiu-Yuan Wang 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):92-118
With the proliferation of mobile computing technology, mobile learning (m-learning) will play a vital role in the rapidly growing electronic learning market. M-learning is the delivery of learning to students anytime and anywhere through the use of wireless Internet and mobile devices. However, acceptance of m-learning by individuals is critical to the successful implementation of m-learning systems. Thus, there is a need to research the factors that affect user intention to use m-learning. Based on the unified theory of acceptance and use of technology (UTAUT), which integrates elements across eight models of information technology use, this study was to investigate the determinants of m-learning acceptance and to discover if there exist either age or gender differences in the acceptance of m-learning, or both. Data collected from 330 respondents in Taiwan were tested against the research model using the structural equation modelling approach. The results indicate that performance expectancy, effort expectancy, social influence, perceived playfulness, and self-management of learning were all significant determinants of behavioural intention to use m-learning. We also found that age differences moderate the effects of effort expectancy and social influence on m-learning use intention, and that gender differences moderate the effects of social influence and self-management of learning on m-learning use intention. These findings provide several important implications for m-learning acceptance, in terms of both research and practice. 相似文献
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Anuar Mohd Yusof Esther Gnanamalar Sarojini Daniel Wah Yun Low Kamarulzaman Ab. Aziz 《International Journal of Inclusive Education》2013,17(12):1237-1246
Study of Malaysian adoption of mobile learning (m-learning) is still in the early stages. However, there are numerous researchers in the country exploring the potential and application of m-learning in the Malaysian education system, including special education. A key question is whether teachers are prepared to incorporate mobile technology as part of their teaching tools or do teachers perceive mobile technology only as personal communication gadgets. This paper investigates teachers' perception of m-learning applications in special education classes. Interviews were conducted to collect related information on teachers' perceptions of m-learning in the selected schools. The teachers expressed that there are limited resources to cater to the attention of special needs learners and they believed edutainment technologies such as augmented reality, game-based educational software and animation projects could be the answer. The benefits and challenges of implementing blended learning for special education are also discussed. The paper concludes by summarising the current environment of m-learning in Malaysian special needs education, together with recommendations for future use of the technology. 相似文献
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随着智能手机的普及,移动学习成为常规学习方式的有效补充,而情境感知技术的兴起则有效地解决了移动环境下时间碎片化的问题。在对移动学习和情境感知进行现状分析的基础上,设计并实现了基于情境感知的移动英语学习软件。对比试验表明,基于该软件的英语学习具有良好的效果,不仅能够切实帮助学生提高口语水平,同时也可以在日常生活中帮助使用者更好地使用英语交流。 相似文献
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移动学习是继数字化学习之后出现的一种新的学习方式,随着移动领域技术的发展,移动学习也应有新的学习模式相适应。分析移动学习现状,提出新时期网络环境下移动学习模式。 相似文献
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适合西部m-learning的教育形式和学习资源开发 总被引：1，自引：0，他引：1
随着移动互联技术和移动通信技术发展,m-learning已经成为教育信息化的一个重要方面。我国西部地区经济欠发达,如何发展适合西部的m-learning是非常重要的。文章简要介绍了欧美m-learning研究的现状,提出了适合西部m-learning发展的教育形式,研究了m-learning学习资源的开发问题。 相似文献
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Educational technology research and development - Mobile learning, or m-learning, has become an umbrella term for the integration of mobile computing devices within teaching and learning. In the... 相似文献
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移动游戏学习(mGBL)项目的核心是通过开发一个集设计、创作、控制与管理于一体的移动游戏学习系统──mGBL平台,开展基于移动游戏的创新型学习模式来提高学习效率,培养学习者在紧急情况下的决策能力。阐述了mGBL项目的理念,介绍了开发的产品、学习组织过程以及项目的运作情况,并据此得到对我国移动学习的几点启示。 相似文献
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Yen-Hui Wang 《Interactive Learning Environments》2017,25(3):397-411
The study integrated self-paced mobile learning (m-learning) into a language course, and examined what impacts were being produced on learners’ reading comprehension and student satisfaction resulting from the instruction with m-learning integration. The self-paced, learner-centered mobile learning integration instruction (MLI) was compared with group-oriented, teacher-centered instruction without m-learning integration. Six classes of students from three different departments participated in the study. One class from each department received MLI, while the other class from each department was involved in traditional learning instruction (TLI). Evaluation of the instruction was based upon data from the post-treatment reading test and one questionnaire related to learner satisfaction. The results revealed that the learners exposing to the MLI scored higher in the test than those with TLI, and they showed great satisfaction with the instruction integrating m-learning. Particularly, the students from the Department of Information Management receiving instruction supported by mobile technologies performed best in the reading test and gained the highest score on the satisfaction questionnaire. 相似文献
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移动学习——国外研究现状之综述 总被引：33，自引：8，他引：33
移动学习是继数字化学习后出现的又一新学习模式,是教育技术领域研究的又一个新热点。如何充分有效地使用无线技术和移动计算设备来辅助教学和学习成为移动学习研究的中心[1]。该文针对移动学习目前存在的几种不同定义,提出了关于如何正确理解移动学习的几点看法。同时结合大量国外移动学习的研究事实,展示移动学习目前的研究状况和研究成果。 相似文献
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Prema Nedungadi Raghu Raman 《Educational technology research and development : ETR & D》2012,60(4):659-678
Most personalized learning systems are designed for either personal computers (e-learning) or mobile devices (m-learning). Our research has resulted in a cloud-based adaptive learning system that incorporates mobile devices into a classroom setting. This system is fully integrated into the formative assessment process and, most importantly, coexists with the present e-learning environment. Unlike many mobile learning systems, this system provides teachers with real-time feedback about individual and group learners. Its scalable and extendable architectural framework includes the server-side pedagogical recommendation of content adaptation based on the users?? knowledge-levels and preferences. Content is also automatically adapted to the end device that is being used. This context-aware delivery allows users to switch between e-learning and m-learning, and between devices, without any loss in personalized content. Our work builds on a web-based Adaptive Learning and Assessment System (ALAS) that is built on the Knowledge Space Theory model. At present, this system is used at school computer labs and our goal was to widen this user-base by enhancing this system to support personalized learning on mobile devices. This study describes our process of developing this technology, and contains an empirical analysis of students?? performance, perceptions, and achievements when using ALAS on both personal computers and mobile devices. 相似文献