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Ferner gibt es verschiedene Angebote interaktiver, partizipativer Kommunikation. Venezuela Die Linkliste ist in folgende Gruppen aufgeteilt: Uruguay Diese Institution ist die oberste Instanz der uruguayischen Bildungsverwaltung. Der VSG gestaltet die bildungspolitische Zukunft aktiv mit. Zu diesem Zweck vertritt er eine gemeinsam formulierte Politik in Bildungsgremien auf kantonaler, regionaler und nationaler Ebene. Alexa Actionable Analytics for the Web. AmazonGlobal Ship Orders Internationally. Amazon Inspire Digital Educational Resources. Amazon Rapids Fun stories for kids on the go.
Amazon Restaurants Food delivery from local restaurants. ComiXology Thousands of Digital Comics. East Dane Designer Men's Fashion. Shopbop Designer Fashion Brands. Withoutabox Submit to Film Festivals. Amazon Renewed Refurbished products with a warranty. Interactive learning environments have positive predictive value for perceived usefulness toward m-learning. Perceived ease of use has positive predictive value for perceived satisfaction toward m-learning. Perceived ease of use has positive predictive value for perceived usefulness toward m-learning.
Perceived anxiety has negative predictive value for perceived satisfaction toward m-learning. Perceived satisfaction has positive predictive value for behavioral acceptance toward m-learning. Perceived usefulness has positive predictive value for behavioral acceptance toward m-learning. The model of research hypotheses.
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To understand learner attitudes toward the APP-based m-learning system, the questionnaire collected demographic information and posed questions related to experience using computers and Internet; attitudes toward the APP-based m-learning system also were included in this questionnaire. The paper-based questionnaires were distributed with a cover letter.
A total of valid responses were collected, female learners and 98 male participants. The questionnaire covers eight factors. The five factors of perceived self-efficacy, perceived anxiety, perceived usefulness, interactive learning environments, and behavioral acceptance were modified from Liaw et al. Items for perceived ease of use were revised from Sun et al. Based on these studies, questionnaire items were designed to focus on investigating learner attitudes toward learning systems.
In this research, PLS technique was applied to detect relationships among eight factors perceived self-efficacy, perceived self-regulation, interactive learning environments, perceived ease of use, perceived anxiety, perceived satisfaction, perceived usefulness, and behavioral acceptance. After PLS analyses, Table 1 showed the results of 12 hypotheses including female and male learners. From the results for female learners, four hypotheses were not supported that included H7, H8, H9, and H For the male learners, one hypothesis H4 was not supported.
In our statistical results, perceived self-efficacy is a more critical predictor on perceived satisfaction and perceived usefulness for female students than male students. Regarding perceived self-regulation of perceived satisfaction and perceived usefulness, like perceived self-efficacy, it has more contribution for female learners than male learners.
Indeed, perceived self-regulation is not a predictor on perceived usefulness for male learners. Interactive learning environment is a crucial predictive factor for both female and male students; no matter perceived satisfaction or usefulness. Based on the statistical results, perceived ease of use is not a predictor for female learners, but it is a significant positive factor for male learners, on both perceived satisfaction and usefulness.
Perceived anxiety is a big issue based on our statistical results. The results show that when female learners have more perceived anxiety toward APP-based m-learning; then they also have more positive perceived satisfaction and usefulness. Unlike male students who have more perceived anxiety toward APP-based m-learning; they have more negative perceived satisfaction and usefulness.
The statistical results, for both female and male learners, when they have more perceived satisfaction and usefulness, then they also have more positive behavioral acceptance toward APP-based m-learning. In summary, a better understanding of the gender perspectives toward m-learning environments can assist researchers and educators to understand more about how to take into consideration the gender difference when developing m-learning platforms for both female and male learners. Based on the results of Table 1, the results showed that self-efficacy as a better crucial factor for male learners while perceived anxiety was a better critical factor for female students.
In this research, we proposed an 8-factor conceptual model for investigating the gender differences of attitudes towards an APP-based m-learning system. The factors include perceived self-efficacy, anxiety, self-regulation, ease of use, usefulness, interaction learning, satisfaction, usefulness, and behavioral acceptance. We have designed an APP-based m-learning system that was used by undergraduate students in the context of four different courses. The results lead to the following conclusions:. At the same time, environmental factors also could predict behavioral acceptance factors.
Therefore, our research results support previous research of Liaw and Liaw and Huang Perceived anxiety is a positively significant predictor for female learners while perceived self-efficacy and perceived self-regulation have more positive contribution for male learners. Perceived usefulness has the highest contribution on behavioral acceptance toward m-learning for both female and male learners. Third, Perceived anxiety is a critical factor for female learners. Based on statistical results, perceived anxiety is the most significantly positive predictor on perceived satisfaction and usefulness for female learners.
These results can be explained when female learners have higher perceived anxiety toward m-learning; then they also have higher satisfaction. On the other hand, perceived anxiety is a negative predictor on perceived satisfaction and usefulness for male students. These results indicate that when male learners have higher perceived anxiety toward m-learning; then they will decrease their positive feeling toward m-learning.
The great impacts of advancing technology, such as 3D virtual worlds, create new learning opportunities for learners. Educators and researchers have been exploring how to apply 3D virtual technology to improve the virtual learning process and authentic activities. Augmented reality AR technology offers the opportunity for learners to interact in both the virtual and real world significantly.
Augmented reality can be an attractive technology that allows learners to realize that virtual and real objects coexist at the same time. Therefore, AR technology allows educators to design courses utilizing simulation, visualization, and interaction with the virtual objects and real environments. For Dewey , learning should be real and applicable to daily living.
Die Augmented-Reality-Anwendung im erfahrungsbasierten Lernen: There has been a growing demand for empirical research to inform instructional design in 3D virtual learning environments. Therefore, the AR application allows for the simulation, visualization, addition of information, and interaction with the virtual objects without being totally immersed in the virtual environment. A learning situation takes into consideration how the environment may impact the learner and calls for an interaction between the learner and his or her environment Dewey, Dewey believed that learning, for students, should be real and applicable to daily living Dewey, Therefore, knowledge is based on active experiences of learners; education should be experimental and experiential.
There are three benefits of computer-based simulation technology to real life activities and learning:. A learning strategy that implements learning through action, doing and experience approach is experiential learning Kolb, Many educators and researchers apply virtual reality or augmented reality into experiential learning instructions Jarmon et al.
For example, Wojciechowski and Cellary found that an augmented reality environment enabled teachers to carry out a chemical experiment following the experiential learning theory, which they might not have otherwise been able to conduct. The learners accumulate their knowledge based upon the learning cycle due to the recursive process of experiencing, reflecting, thinking, and acting in the learning situation. The process provides feedback, and then encourages new action and evaluation of the consequences of that action. The four stage learning cycles are discussed as follows Kolb et al.
This stage of the learning cycle emphasizes how a learner experiences an everyday situation. The learner typically will encounter the situation in a new way. Learners understand, conclude and think about the experience, and then transform that experience into additional knowledge. In this stage, the learner reflects on what they did and observed, wrapping up with a discussion on what they gained from the experience. In this learning stage, learners integrate theories and concepts into the learning process with their critical thinking.
Thus, the learner is trying to conceptualize a theory or model connected with what is observed. Learners actively engage in a practical approach and are concerned with real life activities to test their developed theory. In this stage, learners plan on how to improve and test a theory or model based upon the previous stages of the learning cycle. For augmented reality, most images are real and can interact with the virtual world in real-time.
El Sayed et al. AR techology offers learners the opportunity to interact with 3D virtual objects integrated within a real world environment. Thus, learners can explore or navigate an AR learning environment and manipulate the 3D learning objects using a mouse or a physical marker card. Wiley proposed connecting the learning behaviors with AR technology in a virtual 3D learning system for learners. Learners operate their virtual characters to move around the environment, examine 3D objects, or to learn about presented content e. In addition, learners can also actively engage with the learning environment, observing or interacting with any of the 3D learning model content.
As a result, AR technology meets the requirements for experiential learning, since Roussou noted that interactivity is a key determinant of the effectiveness for experiential learning. AR applications offer intuitive interaction, a sense of physical imagination, and a feeling of immersion for learners. Immersion allows learning to be situated in a comprehensive and realistic experience. AR technology can reduce the level of complexity of presented concepts, so the learners are more easily able to gain knowledge and to understand the material at hand.
Therefore, AR technology is a useful tool to create experiential learning environments for learners. This study builds an E-commerce learning system based upon experiential learning theory for learners. The author created E-commerce learning environments, enabling experiential learning, through an image-based augmented reality and a virtual reality. The 3D shopping mall learning system was designed by integrating Unity 3.
The main page of the E-commerce learning system is shown in Figure 1. The learners can explore and navigate E-commerce related knowledge in the 3D shopping mall learning environment as shown in Figure 2. Thus, the learner is experiencing a shopping mall activity to gain concrete experience. After the learner understands the concept of e-commerce, the learner could rely on their understanding and careful judgment of the system.
Hence, the system provides online testing for learners to do reflective observation as shown in Figure 3. The main page of the E-commerce learning system. A screenshot for the course content. A screenshot for an online test. The learner navigates through an online AR shopping learning scenario as shown in Figure 4.
This provides live video images captured by a video camera as shown in Figure 6.
Moreover, the learner is able to try out the different 3D virtual watches with the same processes as how we buy a watch in reality. In this learning stage, the learner makes links about the previous learning experience of e-commerce and any theories or knowledge that they can apply, such as experiential marketing. Finally, the learner would take a practical approach in concluding the online through shopping procedures in Figure 7.
AR online shopping learning scenario. The learner wears a bracelet with a square-shaped marker on her wrist. The learner tries out the 3D virtual watch. The study demonstrates a case study of applying augmented reality technology into e-commerce instructions, based upon experiential learning theory. In particular, learners were able to learn by doing; they applied previously learned online shopping concepts into their daily life. The author describes the interactions among the augmented reality, as shown in above figures, to affirm the importance of experiential activities learning.
Interaction with a simulated environment through the augmented reality learning can be a reasonable and viable substitute for the real-world experience. The more the technology is used with the appropriate instructional theories, such as in this study, the less design efforts will cost. From the results of the case study, the connections between the experiential learning cycle and an e-commerce course design are shown in Figure 8.
Experiential learning model for E-commerce instructions.
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The power of social media in our global society has been labeled as a social revolution that is changing the way we live, work, communicate, and learn. College students are surrounded by and engrossed in social media. University professors are realizing the necessity of incorporating social media in their classrooms. Social media has become a major component of distance learning and massive open on-line courses MOOCs increasing the availability of a college education to students who could not previously afford it or who geographically had no access to it.
The rising use of social media in college classrooms is changing the delivery of information and the formation of educational communities. In addition, it is advancing the democratization of universities and the opportunities for international students to experience a world-class education. Soziale Medien in der Hochschulbildung: Die Macht der sozialen Medien in unserer globalen Gesellschaft wurde gekennzeichnet als eine soziale Revolution, die Einfluss hat auf die Art wie wir leben, arbeiten, kommunizieren und lernen. College-Studenten sind davon umgeben und vertiefen sich in den sozialen Medien.
Social media can be defined as Internet applications that allow the creation and exchange of user-generated content, founded on the ideological foundations of Web 2. In an attempt to better communicate with students and to become more ecologically responsible, university professors and administrators are increasingly incorporating social media technologies in the college classroom. Yet, some professors are still questioning the validity of these technologies in their teaching. Understanding the variety of social media technologies available and their usefulness in the classroom will enable professors to make knowledgeable choices, rather than jumping on a technological bandwagon that may or may not strengthen learning and improve pedagogy.
Globally, social media and Internet technologies have also advanced the democratization of university education, giving students educational opportunities previously inaccessible. Table 1 Maynard, illustrates categories of social media currently available along with social media applications. These categories should not be viewed as discrete or separate from each other. Instead, many of the examples could be placed in multiple categories.
For example, Reddit is an application which can be used both as a content community and as a forum. YouTube is a content community which also plays video and audio podcasts for viewers. The list is constantly changing as new social media applications explode on the Internet scene daily, while others fade away. Universities have already incorporated many of these technologies for faculty and student use. Online learning management systems e. Most systems allow online submission of assignments and permit instructors to give online feedback to students about their work.
Some of these programs incorporate video chat and digital dialogue features to encourage student discussion groups and faculty-led discussions without the participants having to be physically together at the same time or place. This online communication and feedback from the instructor fosters an online relationship between faculty and students. Turner and Thompson studied first-year college students trying to determine why some university students are successful and others drop out, never finishing their degree. A critical component for success was the instructor-student relationship.
Measurement
In order to support these social media technologies, universities must have effective communications networks with standard protocols and compatible software. A basic key to success is building and maintaining a campus communications infrastructure that can handle the ever-increasing use by students and faculty Lewis, and the evolution of their technological demands. Even in the United States, universities are scrambling for funds to re-tool existing hardware, and experimenting with creative solutions to solve existing technological limitations in classrooms.
Jon Nichols describes well the challenges some colleges and universities are facing with server storage, wireless access, malware on school computers, and hardware obsolescence. His most difficult experience was submitting midterm grades using paper forms because the course management platform the college was using went down.
Especially in developing countries, building and maintaining the technology and infrastructure for social media applications can be a particularly difficult problem. In Nigeria, students and professors reported that Internet services improved their quality of teaching A student pointed out: Ajegbomogun and Popoola did a similar Nigerian study two years later with the same complaint of inconsistency of public electric power, as well as telecommunication support problems. The need for these Internet services far exceeds what is currently available in developing countries Armah, The Internet and social media will continue to remain a remarkable force for all universities, promoting research and academic development.
Expanding computer labs, training users more effectively, introducing users to scholarly discussion groups and bulletin boards in a variety of disciplines, promoting Internet sites on topical issues, and anticipating future Internet library requirements will stimulate scholarship worldwide. Students and professors can ask questions to further clarify concepts and ideas with experts around the world through texting, emailing, and video chatting. Those interested in similar subjects may discuss their ideas on blogs, forums, and wikis, thus fostering a global academic community.
Young adults between the ages of 18 and 25 have been surrounded by social media since childhood. For many of these young people, social media is the way they communicate with each other and encompasses the way they interact with their world. These behaviors spill over into the university classroom, as these students try to communicate and learn with other students and their professors.
Students walk down the university hallways with their eyes on their cell phones often texting, watching the latest YouTube video, or following their friends on Facebook. Social media has become their method of communication and the most popular activity on the Web Qualman, , p. Students are more likely to leave home without their purse or wallet, than without their smart phone Fisher, , p. Students depend upon their smart phones to tell them where to go for their next class, what homework to do, what information to study, when to study with a TA, where to buy books and other supplies, and how much money to spend.
Students are also doing their academic work on smartphones and tablets rather than desktop computers. A survey of college students done by Educause Center for Analysis and Research found that nearly half of university students used tablets for their academic work in , compared with just 12 percent two years earlier Biemiller, Also, 68 percent of students reported using smartphones to do academic work in , as compared to 42 percent of students who did so in Biemiller, , p.
Every year, the use of social media is increasing among college students. Young surveyed 19, students at 42 institutions in the United States in Figure 1 represents the results of this data Young, , p. In every category, freshmen students used social media to a greater extent than senior students. In the figure, both freshmen and seniors used social media the most to connect with friends outside of college, to connect with friends at the college, and to connect with family.
University administrations and professors need to pay significant attention to the role social media plays in the classroom as this trend continues. Overgeneralizations should be made cautiously, especially when discussing an entire generation; however, many research studies have found trends of behavior that should be noted and dealt with when working with current university students.
Professors need to step out of their comfort zones and meet students where they are. Students want to teach and learn from each other rather than having an expert lecture to them, and they should have the opportunity to teach each other. Students do not feel the need to memorize information as much as knowing where to find and retrieve pertinent facts. Rather than talking at students, professors need to talk with them and work to provide a more constructivist learning environment Cunningham, Shared learning experiences are highly valued by these students.
The clash of the generations may be seen as professors are unable or unwilling to change their educational methodologies to teach a new generation of students. These students want to be more open about who they are and understand who their teachers are. Social media has allowed them to show their thoughts and actions in a digital world where all can see Qualman, , p.
Fourteen years ago, Marc Prensky labeled young adults as Digital Natives distinguishing them from older adults whom he labeled as Digital Immigrants p. Now, many of these same Digital Natives are becoming faculty and are teaching in the college classroom themselves. However, Digital Immigrants are still a part of most colleges and universities. They have learned to adapt to their new digital environment, but they will always retain an accent to some degree such as, printing out digital information, or phoning someone to make sure a text was received. Further emphasizing his point, Prensky states: In a recent survey done in the United States by the Bill and Melinda Gates Foundation, professors were asked if they used various technologies and innovative techniques as a part of their teaching In brief, The survey targeted such technologies as social media, clickers, hybrid courses, discussion forums, and flipped classrooms.
Only 40 percent of the professors who responded acknowledged using or being interested in learning about these technologies and innovative teaching techniques. Only half of those professors 20 percent of the respondents had actually used any of them. Innovation may be sweeping higher education, but not all faculty members are embracing it in the classroom In brief, Some professors remain skeptical of the instructional validity of social media use in the university classroom.
Draskovic, Caic, and Kustrak did a qualitative study interviewing Croatian university students and professors to find out their preferences in using social media in the college classroom. The students were motivated to use social media to interact with professors and to interact with other students. These professors who were interviewed also had a more limited understanding and general unfamiliarity with the various aspects and forms of social media available to them in the classroom. A similar problem could also be preventing other university professors around the globe from social media and Internet use in the classroom.
These professors feel comfortable using social media to establish educational communities with their students and promote instructor-student and student-student relationships through the use of digital platforms in the college classroom.
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Professors become students, too, as they learn from their students about the latest app for their cell phone or the latest relevant Tweet on Twitter for their subject domain and incorporate this information into the university classroom. Universities have started forming centers to concentrate on the use of social media for student engagement in academic courses and programs, along with instruction for professors wanting or needing additional training.
Instructors were trained in online technologies and if they met the rigorous standards set by the university, they were given a laptop and monetary incentives to continue their online innovations. Focusing on the audience of those born in the digital age, Harvard professors and students started the Digital Native Project Berkman Center, as an appendage to the Berkman Center for Internet and Society.
The purpose of the center is to encourage creative ways for society to better understand and harness digital fluency by using social media and digital communication. Each chapter explores the different activities used by Digital Natives while on social media, such as defining an identity, becoming an activist, pirating information, turning into an aggressor, innovating new ideas, and learning information. The thirteen chapters were turned into short social media clips by students to be used as learning and discussion platforms for other students. Many university professors are realizing the power of social media as a learning tool and shifting the way they teach.
Professors are changing their educational methodologies in a variety of subject areas in college campuses across the United States. The following paragraphs highlight a few examples of American university professors who have started to integrate social media applications in their curriculum. Doctoral candidates in mechanical engineering at Purdue University are pleasantly surprised when they take Dr.
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Krousgrill has a blog for his course independent from the university course site with all the course material readily available online in an easier social media framework. As students work on engineering and mathematical problems listed for the course, they are encouraged to discuss their solutions together and help each other when they are stumped. Thus, the students work together remotely to figure out the answers.
Krousgrill is able to monitor these discussions and he enters into the conversations periodically. An educational community has been formed through social media without face-to-face lab time, study sessions, or formal office hours. One graduate student commented:.
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Even though the class was challenging, I was able to figure out problems easier with the help of the group. Sometimes, I would be stuck on a problem late at night or early in the morning, but I could write something on the blog and other students would help me out. David Richardson, personal communication, December 24, He uses social media to communicate with his students in the university classroom and has a blog for each of the courses he teaches. He has even developed a course entitled, Communicating Science through Social Media EHS , during which he teaches other science educators how to incorporate social media in their lessons.
Maynard has his own YouTube Channel, entitled Risk Bites, which provides short, interesting videos about the science behind human health risks Maynard, Joshua Eyler is the Director of the Center of Teaching Excellence at Rice University and teaches humanities courses incorporating Twitter as a part of his course expectations.
A specific hashtag was given for the course and Eyler used an online archiving tool to keep track of Twitter activity. He also gave three specific guidelines the Tweets must follow: Eyler claims that social media has changed the way he teaches. He does understand there may be elements of social media which could present potential drawbacks, but he feels these can be mitigated by establishing clear expectations. Kurt Sandholtz teaches an advanced writing course for business majors.
He has begun to require his students to have a LinkedIn profile, along with their written paper resume. Students are also required to write a formal business article as well as a blog post and Twitter version of their article. Business students need to be able to write in these different platforms using a writing style that varies between a formal article, a blog post, and a Tweet Kurt Sandholtz, personal communication, March 17, Groups in these classes are also encouraged to use Google Docs or Microsoft OneDrive as a vehicle to write and edit their group report.
Students with a variety of schedules are still able to communicate with each other by using email, texting, and online chat. One of their projects is a mock individual interview, in which they video tape themselves and post for all teachers and students to view and give feedback. Under the direction of Sandholtz, Lisa Thomas, an adjunct professor also teaching management communications, has developed short animated features on a YouTube channel entitled BYU MCOM to teach students basic business grammar.
By using a social media platform, a tedious part of the curriculum such as punctuation, subject-verb agreement, sentence structure, active versus passive voice becomes much more stimulating and attractive to students BYU MCOM, These are just a few anecdotal examples of the many professors in a variety of ages and stages in their careers who are actively changing their teaching styles by incorporating social media.
A few words of caution may be helpful before moving forward with social media use in the college classroom. First, as universities slowly move in the direction of using social media technologies for communication, instructors need ready access to relevant instruction geared to their level of expertise. Instructors who use social media applications before they are proficient may confuse and complicate student learning. The formation of university centers for digital instruction is just one example of tools being created to assist college professors.
As Eyler stated previously, the relevance of social media assignments needs to be made clear to students. If not, social media can seem like busy work rather than a necessary part of the curriculum. Lara Burton, who teaches computer science at Brigham Young University, made the point:. I worry that sometimes people jump to use a technology because it is new. Third, social media does not always improve learning Toyama, Jensen, Kummer, and Godoy compared two freshman biology classes with the same instructor, lectures, assignments, activities, and classrooms.
The differences between the two classes were when and where students were given the lectures and application activities. For one class, the students watched the lectures online and had social media discussions with active learning activities happening in the classroom. The other class was traditionally taught with the lectures and learning only happening in a classroom. The academic performance of the students was not statistically different between these two classes based on their exam scores. In response to this article, a university student commented that the researchers were missing the point.
The underlying premise should be that we are all unique individuals and we live in a day and age where technology makes it very possible to personalize how we learn. Hollingshead, , comment 2. Technology does allow universities to give students the opportunity to choose the kind of pedagogical venues they feel most comfortable with e.
Professors should also be encouraged to choose the teaching style which best fit their strengths and their abilities to teach. Another impediment of social media use is acquiring the necessary hardware, which seems to be ever increasing in speed, storage, and cost.