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11.
近年来,随着移动通信技术与手机软硬件技术的飞速发展,基于手机的移动学习因学习不受时间和空间的限制、便于携带、师生互动方便等优点,逐步成为一种新的学习方式。但与此同时,由于手机软硬件的特性、移动学习环境的不稳定以及网络的限制,使得基于手机的移动学习仍然受限。移动学习资源是移动学习过程中最重要的环节,在极大程度上影响学习者的学习效果,是当前移动学习研究领域乃至教育技术研究领域的热点问题之一。本文对移动学习资源相关概念进行了界定,并在此基础上研究分析了基于手机的移动学习资源设计的原则及设计形式,以期为移动学习的发展起到一定的促进作用。 相似文献
12.
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
13.
Ka Po Lau Dickson K.W. Chiu Kevin K.W. Ho Patrick Lo Eric W.K. See-To 《The Journal of Academic Librarianship》2017,43(3):201-208
The rapid increase of smartphone usage in recent years has provided students the opportunity to participate in mobile learning (m-learning) anywhere, anytime. Academic institutions are also following this trend to launch many m-learning services. This article investigates the differences of the user needs between undergraduate (UG) and postgraduate (PG) students though an online survey with 140 Library Information Systems (LIS) subjects in a Japanese university in order to provide solid foundations for future m-learning studies. We find that UG and PG students do not show significant differences in adopting m-learning by smartphones despite the fact that they have different learning patterns. The m-learning frequencies of smartphones generally range from weekly to monthly, where using search engines is the most frequent, and reading academic resources is the least frequent. They tend to use these services for handling their daily routines (such as search engine, social networks) rather than their academic activities (such as using online databases to search for academic materials). Further, the results also show that content displaying issues (e.g., small display screen, text unable to enlarge) are barriers for most subjects in using these m-learning services. 相似文献
14.
中小学生能否进行手机移动学习?这是当前与未来国际教育组织、我国教育行政部门和移动学习产业界关注的焦点。文章采用实证方法,研究城市中小学生手机移动学习的可行性与需求。研究认为,从学生角度来看,城市中小学生进行手机移动学习具备可行性,但在需求方面呈现差异性。研究建议,政府、经济、社会领域应合力推进中小学生手机移动学习。应创造教育政策支持环境,推进手机移动学习面向城市试点,面向农村普及;应改善经济与社会支持环境,加快发展手机移动学习产业与社会支持服务。 相似文献
15.
Mary Helen Fagan 《学校用计算机》2013,30(2):105-121
The purpose of this study was to explore the acceptance of mobile learning by students in a higher education setting. The unified theory of acceptance and use of technology (UTAUT) was extended to include hedonic motivation, operationalized as enjoyment, as well as social influence in a field study involving the adoption of iPad mobile devices. Survey data were collected from 171 college students and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicated that enjoyment and performance expectations were important factors influencing the acceptance of mobile learning in this context. For those engaged in the mobile learning pilot project upon which this study was based, the use of the UTAUT and the results provided a theory-based empirical approach to support an assessment that the pilot project goals were achieved. Overall, students perceived iPads to be useful and enjoyable tools for accomplishing educational tasks and improving learning outcomes. 相似文献
16.
中小学生移动学习——城市家长态度与需求实证研究 总被引：1，自引：1，他引：0
家长是中小学生移动学习的利益相关者,在中小学生移动学习发展中发挥着重要干预作用。文章采用实证研究方法,研究不同性别、不同学段、不同学历、不同经济收入水平的城市家长对中小学生移动学习的态度与需求。为使家长认同并支持中小学生移动学习,研究建议:普及移动学习理念;合理定位移动学习费用,普及应用与个性化应用相结合,增强移动学习吸引力;提高移动学习资源与服务质量,增强资源、服务与教育的融合性。 相似文献
17.
Ömer Delialioğlu 《Interactive Learning Environments》2016,24(8):1957-1966
The effect of students’ subject discipline on their preferences toward m-learning applications was investigated by using a mixed-method research design. A questionnaire on students’ preferences of m-learning application features was used to collect data from 181 undergraduate students. One-way analysis of variance found a significant difference among perceptions of students from different subject disciplines related to the “collaboration” and “learning” features. Follow-up interviews were carried out to further investigate students’ perceptions. Content analysis revealed that “availability” and “ease of use” were the most preferred features, and “collaboration” and “entertaining” were the least preferred ones. Interview results related to universities’ readiness for m-learning were categorized into (i) universities’ infrastructures, (ii) instructors’ skills and (iii) students’ skills for m-learning. Students indicated their universities’ infrastructures as “moderately ready” for m-learning. They ranked their instructors’ skills as “low”. However, students assessed their own skills as “moderate” for utilizing m-learning in their respective universities. 相似文献
18.
魏民 《中国教育技术装备》2011,(24)
M-Learning的服务对象是中学生群体,整合的内容是中学教材及其相关知识,服务的目的是更佳优化教学,提高学生自主学习的能力,使学生积极构建自己的知识域。 相似文献
19.
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
20.
M-learning is gaining popularity in formal and informal education, both in developed and developing countries. Specifically it can be an effective tool to overcome digital divide in developing countries. The success of m-learning at tertiary level depends on the perception of students towards this form of learning. A scientific approach was used in this study to explore the critical factors responsible for m-learning adoption among university students. The findings of this study, based on 628 valid survey responses, have both theoretical and practical implications for researchers and policy-makers. 相似文献