Development of a Mobile Learning System Based on a Collaborative Problem-Posing Strategy

Autor/inn/en	Sung, Han-Yu; Hwang, Gwo-Jen; Chang, Ya-Chi
Titel	Development of a Mobile Learning System Based on a Collaborative Problem-Posing Strategy
Quelle	In: Interactive Learning Environments, 24 (2016) 3, S.456-471 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2013.867889
Schlagwörter	Telecommunications; Problem Solving; Teaching Methods; Handheld Devices; Technology Uses in Education; Elementary School Students; Experimental Groups; Control Groups; Self Efficacy; Cooperative Learning; Foreign Countries; Educational Technology; Program Effectiveness; Grade 5; Social Studies; Cultural Awareness; Statistical Analysis; Pretests Posttests; Questionnaires; Academic Achievement; Taiwan + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Self-efficacy; Selbstwirksamkeit; Kooperatives Lernen; Ausland; Unterrichtsmedien; School year 05; 5. Schuljahr; Schuljahr 05; Gemeinschaftskunde; Cultural identity; Kulturelle Identität; Statistische Analyse; Fragebogen; Schulleistung
Abstract	In this study, a problem-posing strategy is proposed for supporting collaborative mobile learning activities. Accordingly, a mobile learning environment has been developed, and an experiment on a local culture course has been conducted to evaluate the effectiveness of the proposed approach. Three classes of an elementary school in southern Taiwan participated in the experiment. One class was the experimental group who learned with the problem-posing-based mobile learning approach, while the other two classes were the control groups who learned with the conventional mobile learning approach and the traditional problem-posing approach, respectively. The experimental results show that the new approach not only improved the students' learning achievement, but also promoted their local culture identity and group learning self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01