Adaptively Ubiquitous Learning in Campus Math Path

Autor/inn/en	Shih, Shu-Chuan; Kuo, Bor-Chen; Liu, Yu-Lung
Titel	Adaptively Ubiquitous Learning in Campus Math Path
Quelle	In: Educational Technology & Society, 15 (2012) 2, S.298-308 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Instructional Effectiveness; Adaptive Testing; Foreign Countries; Diagnostic Tests; Mathematics Education; Mathematics Instruction; Remedial Instruction; Handheld Devices; Grade 5; Computer Assisted Testing; Educational Technology; Teaching Methods; Technology Uses in Education; Educational Environment; Taiwan + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Ausland; Diagnostic test; Diagnostischer Test; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Förderkurs; School year 05; 5. Schuljahr; Schuljahr 05; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The purposes of this study are to develop and evaluate the instructional model and learning system which integrate ubiquitous learning, computerized adaptive diagnostic testing system and campus math path learning. The researcher first creates a ubiquitous learning environment which is called "adaptive U-learning math path system". This system enables students to learn math during their daily campus life with mobile devices beyond web-based education with desktop computers. Moreover, this system can support the adaptive testing and real-time computer-based adaptive remedial instruction after students complete the situated learning on campus math path using ubiquitous technology. Next, a quasi-experiment research is conducted to explore the instructional effectiveness of this system. The 118 subjects are selected from fifth-grade classes in Taiwan. Experimental results indicate that the proposed system can enhance mathematical achievement and the effect of remedial instruction. Furthermore, students' mathematical connection ability can be improved by the proposed instructional model and learning system. Finally, conclusions for mathematics learning are discussed. (Contains 6 tables and 11 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10