关于移动学习的文献框架外文翻译资料

A Frame for the Literature on M-learning

Yasaman Alioona, Omer Delialioglu

Computer Education and Instructional Technology,Metu,Ankara,Turkey

Abstract

This study attempts to find out overall aspects that have been considered in various mobile learning researches and projects. A systematic review of literature was carried out on the mobile learning domain that emphasized on scale, purposes, methods and type of used m-learning applications as well as school levels they have been implemented. Engagement of students, just–in-time learning were among the most frequently considered issues for selecting instructional methods in m-learning projects while inquiry-based learning is the most common method of instruction which is followed by game-based learning. It is revealed that cellphones and smartphones were the most frequently used devices for applying m-learning while m-learning has been considered dominantly for K12 environments rather than higher education.

Keywords: Purpose and Scale of m-learning projects; M-learning instructional method; Implemented approaches; Developed applications of m-learning; Frameworks for m-learning.

1. Introduction

Various technologies and their usage have affected individualsrsquo; lives from different facets. Diverse advancements in terms of informatics and technologies lead educational fields to include and apply them in learning and instructional processes result in advent of the notion of e-learning and mobile learning (m-learning). The concept of m-learning (mobile-learning) has become popular in new instructional design due to the progress and increased usage of new devices and technologies like tablets and Smartphone (Korucu amp; Alkan, 2011). Design and implementation of learning settings need carefully scrutiny from both technical and pedagogical perspectives.

Portability, immediacy, individuality, connectivity and accessibility are among the important features of mobile devices which in center of m-learning (Ally, 2009). Various aspects of mobile devices and their role and usage as well as their effectiveness in educational domains have been addressed in different research. Learnersrsquo; readiness, studentsrsquo; feedback and types of m-learning applications are among the considered issues in terms of m-learning and addressed in various researches and studies such as the study by Kennedy, Judd, Churchward, Gray and Lee-Krause (2008), Abas, Peng and Mansor (2009), Liaw, Hatla amp; Huang (2010), Jairank, Praneetpolgrang amp; Mekhabunchakij (2009) which shed light on importance of learnersrsquo; readiness for m-learning and its acceptance by students.

Another important component of m-learning to be taken into account is the tools/applications as well as approaches (i.e. SMS, mobile application, mobile game) that were used. The case study conducted by Gil-Rodriacute;guez amp; Rebaque-Rivas (2010) emphasized on the most required types of m-learning application from students who commute based on daily schedule. Moreover, the studies conducted by Weinbrenner, Engler, Tehrani amp; Hoppe (2012) and Forbus, Usher, Lovett, Lockwood amp; Wetzel (2008) focused on cognitive aspect of learning and investigated semantic understanding in their study. Some examples of developed m-learning applications are ubiquitous and augmented game (Fotouhi-Ghazvini, Earnshaw, Robinson amp; Excell, 2009) which uses audio /video streaming and podcasting (Walls, Kucsera, Walker ,Acee ,McVaugh amp; Robinson, 2010 ; Mandula, Meda amp; Jain, 2012). Different fields of study such as language learning (Guerrero, Ochoa, Collazos 2010; Gromik, 2012), organic Chemistry instruction (Pursell, 2009), natural science courses (Hwang, Wu amp; Ru Ke, 2011) are among fields which m-learning application have developed for. However, analysis of various studies highlighted that there is not a clear and structured framework or guideline in terms of m-learning instructional method which can enhance and facilitate the process of learning. Therefore, in this study we attempt to analyze different m-learning projects from different facets by emphasizing on their instructional methods as well as the used approaches and frameworks for applying those methods.

• 1. The purpose of the study

Due to the advancement in mobile technologies m-learning has received highly consideration in educational domains. Interest and tendency for using online-learning and m-learning were explained by new generation who are commonly known as “net-generation” (Gil-Rodriacute;guez and Rebaque-Rivas, 2010). Studies by Liaw et al. (2010) and Jairank et al. (2009) considering acceptance of m-learning show the important role of learnersrsquo; attitudes in terms of m-learning applicationsrsquo; design and development. In order to find out the factors which influence the acceptance and consequently enhancement of m-learning, we analyzed different mobile learning studies and projects in the world. The aim of the analysis was to find out and highlight aspects which play important roles in terms of mlearning and to create a frame that could enable researchers to better understand mobile learning studies and projects. The analysis was done by a systematic review of literature on m-learning studies and projects and focused on different facets. The analysis focused on the scale of projects, their purposes, methods and type of used mlearning applications as well as school level which they have been used. The developed frame on m-learning studies

and projects includes three major components:

1. Overall purposes (research-oriented study/real-life case), scales and used methods.

2. General technical frameworks (cellphones, tablets, laptopshellip;) and approaches (SMS, developed tools) for implementation.

3. Levels of mobile learners (K12, Higher education, Adult –learning).

1. Methodology

In this study, a systematic review of literat

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关于移动学习的文献框架

Yasaman Alioon, Omer Delialioglu

Computer Education and Instructional Technology,Metu,Ankara,Turkey

摘要

这项研究试图找出在各种移动学习研究和项目中已经考虑的总体情况。对移动学习领域进行了系统的文献回顾，强调了移动学习领域的规模，目的，方法和类型以及它们已经实施的学校水平。 学生的参与，及时学习是选择移动学习项目中的教学方法最常见的问题，而基于询问的学习是最常见的教学方法，其后是基于游戏的学习。 据透露，手机和智能手机是应用移动学习的最常用的设备，而移动学习被认为主要用于K12环境而不是高等教育。

关键词：移动学习项目的目的和规模; 移动学习教学法; 实施方法;开发的移动应用; 移动学习的框架

1绪论

各种技术及其使用从不同方面影响了个人的生活。 在信息学和技术方面的多样的进步导致教育领域包括和应用它们在学习和教学过程中导致电子学习和移动学习的概念的出现。 由于新设备和技术（如平板电脑和智能手机）的进步和使用的增加，移动学习的概念已经在新的教学设计中变得流行（Korucuamp;Alkan，2011）。 学习设置的设计和实施需要从技术和教学的角度仔细审查。

可移植性，即时性，独特性，连接性和可访问性是移动设备的重要特征之一，在移动学习的中心（Ally，2009）。 移动设备的各个方面及其作用和使用以及它们在教育领域的有效性已经在不同的研究中得到解决。 学习者的准备，学生的反馈和移动学习应用的类型是在移动学习的考虑问题，并在各种研究和研究，如Kennedy, Judd, Churchward, Gray and Lee-Krause (2008), Abas, Peng and Mansor (2009), Liaw, Hatla amp; Huang (2010), Jairank, Praneetpolgrang amp; Mekhabunchakij (2009)，它揭示了学生的移动学习的准备和接受的重要性。

要考虑的m-学习的另一个重要组成部分是所使用的工具/应用以及方法（即手机短信，移动应用，移动游戏）。由Gil-Rodriacute;guez和Rebaque-Rivas（2010）进行的案例研究强调了根据日常时间表通勤的学生最需要的移动学习应用类型。此外，Weinbrenner，Engler，Tehrani＆Hoppe（2012）和Forbus，Usher，Lovett，Lockwood＆Wetzel（2008）进行的研究集中在学习的认知方面，并在他们的研究中调查语义理解。开发的移动学习应用的一些例子是使用音频/视频流和播放形式（Walls，Kucsera，Walker，Acee，McVaugh＆Robinson，2010; Mandula ，Meda＆Jain，2012）的形式广泛的和增强的游戏（Fotouhi-Ghazvini，Earnshaw，Robinsonamp;Excell，2009）。不同的研究领域如语言学习（Guerrero，Ochoa，Collazos 2010; Gromik，2012），有机化学教学（Pursell，2009），自然科学课程(Hwang, Wu amp; Ru Ke, 2011)，的应用程序已开发。然而，各种研究的分析强调，在移动学习教学方法方面没有一个清晰和结构化的框架或指南，可以增强和促进学习的过程。因此，在这项研究中，我们试图从不同方面分析不同的移动学习的项目，强调他们的教学方法以及应用这些方法所使用的方式和框架结构。

1.1 研究的目的

由于移动技术的进步，移动学习在教育领域受到了高度的重视。使用在线学习和移动学习的兴趣和倾向被新的一代解释，他们通常被称为“网络一代”（Gil-Rodriacute;guez amp; Rebaque-Rivas，2010）。 Liaw 等人（2010）和Jairank 等人（2009）的研究认为对移动学习的接受程度展现了移动学习应用程序的设计和开发方面的态度的重要作用。为了找出影响移动学习的接受和随之增强的因素，我们分析了世界上不同的移动学习研究和项目。分析的目的是找出并突出显示在学习方面发挥重要作用的方面，并创建一个框架，能够使研究人员更好地理解移动学习的研究和项目。分析是通过系统地回顾关于移动学习研究和项目的文献进行的，并且着重于不同的方面。分析侧重于项目规模，它们的目的，已使用的移动学习应用程序的方法和类型以及已经使用这些项目的教学的等级。关于在线学习研究和项目的发展框架包括三个主要组成部分：

1.总体目的（研究型学习/现实生活方面），项目规模和使用的方法。

2.总体技术框架（手机，平板电脑，笔记本电脑...）和用以实施的项目的使用方式（短信息，开发工具）。

3.移动学习者的水平（K12，高等教育，成人学习）。

2 方法

在本研究中，通过包括计算机化数据库（ERIC，Google Scholar，IEEE Xplore）的数据库进行文献的系统回顾，强调在学习研究和项目中的目的，规模，方法和移动学习的应用。 由于移动技术的动态特性和快速变化，研究的目标被限制在近10年。 分析包括在不同的国家和地区的30个学习项目。 根据文献搜索，对每个项目分析以下标准：项目的目的（研究型学习/现实生活方面），项目的规模（大，中，小），实现方法，使用的移动教学方法和技术框架结构 ，和教育级别（即K12，高等教育）。 研究中包括的项目见表1。

表1.已分析的移动学校项目描述

从表1中可以获得，移动学习项目主要应用于K12的环境而不是更为高等级的教育。 然而，考虑到全球高等教育的比例表明，只有54％的儿童在发展中国家适龄入读中等学校，并且还有占世界上三分之一的成年人在发展中国家没有完全获得来自书本的知识和技术（Valk， Rashid＆Elder，2010）。 因此，这就揭示了在未来的研究中，可以考虑高等教育和成人教育的移动学习。

2.1.从国家角度看移动学习项目的分布

此外，从30个学习型项目中可以看出，自2009年以来项目数量一直在增加，实施项目数量最多的是2011年（7个项目）。 在30个项目的分析中，美国和印度是移动学习项目已经进行得最多的两个国家。已经开展移动学习项目的国家根据其大陆及其作为发展中国家或发达国家的地位进行分类，如图1所示。

a

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