JournalTOCs

International Journal of Mobile and Blended Learning
Journal Prestige (SJR): 0.331

Citation Impact (citeScore): 1
Number of Followers: 25

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ISSN (Print) 1941-8647 - ISSN (Online) 1941-8655
Published by IGI Global

[147 journals]

Promote Learning Survival Skills through Technology Integration in Course
Design
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  Abstract: In an integrated, dynamic and ever changing world, it is imperative that students are able to transition between jobs irrespective of qualifications. Studies show that graduates are inadequately prepared for the working world. In an attempt to address this need a postgraduate certificate course was redesigned to follow a constructionist approach integrated with mobile technology. Data was collected from 2 learning designers and 29 students, forming a qualitative study. An evaluation of the activities and learning survival skills in the course was done using the Technology Integration Matrix (TIM). The results indicated that technology was integrated on various levels and students achieved a multitude of skills, making them more confident in their use of technology. Feelings of anxiety, incompetence and resistance were transformed to resilience, motivation and comfort. The art to address graduate preparedness for work lies in effective course design and a constructionist forward thinking approach to learning.
  Keywords: Educational Technologies; Education; Blended & Mobile Learning
  Citation: International Journal of Mobile and Blended Learning (IJMBL), Volume: 14, Issue: 1 (2022) Pages: 0-0
  PubDate: 2022-01-01T05:00:00Z
  DOI: 10.4018/IJMBL.302240
  Issue No: Vol. 14, No. 1 (2022)
A Qualitative Study on Non-English Majored Learners' Adaptability to
Blended Learning in College English
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  Abstract: The success of blended learning depends on many factors. Among these, adaptability, though acknowledged as an important issue in blended learning, warrants further study, together with its influencing factors. This study aimed to explore non-English majored learners’ adaptability to blended learning in College English from the perspective of English teachers. Semi-structured interviews with 16 English instructors from 5 universities were conducted, and the interview transcripts were qualitatively analyzed. The results showed that the non-English majored learners were not perceived to have fully adapted themselves to the new mode of College English and their adaptability was highly affected by agentive factors and contextual factors. The findings emphasize the key role of learners’ adaptability in blended learning environments. Additionally, this study further provides a vital insight for administrators and instructors to reconsider the role of learners’ responses to the blended learning mode and apply this understanding to improve achievement in English courses.
  Keywords: Educational Technologies; Education; Blended & Mobile Learning
  Citation: International Journal of Mobile and Blended Learning (IJMBL), Volume: 14, Issue: 1 (2022) Pages: 0-0
  PubDate: 2022-01-01T05:00:00Z
  DOI: 10.4018/IJMBL.302241
  Issue No: Vol. 14, No. 1 (2022)
Using a Smartphone-based Chatbot in EFL Learners' Oral Tasks
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  Abstract: Large class sizes significantly limit EFL (English as a Foreign Language) learners' speaking opportunities in class, and it is also quite difficult for them to have a regular language partner if they want to practice English after class. Microsoft Xiaoying, a chatbot available on smart phones, offers EFL learners a virtual partner for them to conduct conversational practice with, and engage in language learning anytime and anywhere. This study evaluates 50 EFL learners’ accuracy, errors, and improvements in oral tasks during 28 days of training employing this chatbot, which located their grammar and pronunciation errors. The subjects’ grammar and pronunciation accuracy increased, and their oral performance was significantly improved. In addition, the chatbot was positively perceived by most participants. This study suggests that this chatbot could be one useful learning tool for after-class oral practice and that students might significantly improve their grammar and pronunciation through conversational practice with this chatbot.
  Keywords: Educational Technologies; Education; Blended & Mobile Learning
  Citation: International Journal of Mobile and Blended Learning (IJMBL), Volume: 14, Issue: 1 (2022) Pages: 0-0
  PubDate: 2022-01-01T05:00:00Z
  DOI: 10.4018/IJMBL.299405
  Issue No: Vol. 14, No. 1 (2022)
Mobility and Learning Through Tourism
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  Authors: Daimon; Takayuki
  Pages: 1 - 14
  Abstract: The perspective of mobile learning research has transitioned from using mobile technology for education to learning as a human and non-human practice surrounding mobility. This study exemplifies tourism in an increasingly mobile society as a mobile learning practice. Specifically, the learning of children during family travels and the mutual organization of human and non-human interactions are emphasized. Interviews with twelve Japanese parents revealed that children’s touristic learning encompassed the translation of various actors in tourist destinations and the spatiotemporal creation of a knowledge network different than that of settled areas and textbooks. Family tourism suspended cultural norms by moving children to boundaries, enabling them to learn beyond the usual constraints. Moreover, this article contends that children’s learning through tourism comprised negotiations with parents before tourism, accidental learning along the way, and reconfiguration of life afterward.
  Keywords: Educational Technologies; Education; Blended & Mobile Learning
  Citation: International Journal of Mobile and Blended Learning (IJMBL), Volume: 14, Issue: 1 (2022) Pages: 1-14
  PubDate: 2022-01-01T05:00:00Z
  DOI: 10.4018/IJMBL.297972
  Issue No: Vol. 14, No. 1 (2022)
Effects of Dynamic Visualizations Enriched With Visuospatial Cues on
Learners' Cognitive Load and Learning Effectiveness
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  Authors: Yang; Hui-Yu
  Pages: 1 - 16
  Abstract: The present study was to explore whether dynamic visualizations enriched with visuospatial cues can optimize learners’ cognitive processing of mechanical systems. The animated conditions and cueing patterns were the independent variables with an attempt to investigate their impacts on retention and transfer tests. Either dynamic or static visualizations with the presence of visuospatial cues served as the instructional material. 238 English as a foreign language (EFL) learners participated in the experiment. The learners were distributed to six groups—either dynamic or static visualizations enriched with non-cue, entity-cues and arrow-entity cues. Their prior knowledge was initially assessed, and then followed by retention and transfer tests and cognitive load measurements. The experimental results suggested that dynamic visualizations enriched with progressive visuospatial cues was more beneficial in helping learners to develop favorable quality of mental models.
  Keywords: Educational Technologies; Education; Blended & Mobile Learning
  Citation: International Journal of Mobile and Blended Learning (IJMBL), Volume: 14, Issue: 1 (2022) Pages: 1-16
  PubDate: 2022-01-01T05:00:00Z
  DOI: 10.4018/IJMBL.297973
  Issue No: Vol. 14, No. 1 (2022)
Factors Affecting Teacher Acceptance of Tablets in Their Teaching Practice
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  Authors: Diseko; Rabaitse, Nyamande, Thuladu Thuladu, Kuhudzai, Anesu Gelfand
  Pages: 1 - 20
  Abstract: The present study employs the Technology Acceptance Model to explore secondary school teachers’ perceptions towards acceptance of tablet devices in their teaching practice in the classroom. A questionnaire was completed by (N=80) secondary school teachers from South Africa, and the constructs related to technology acceptance were measured along with demographic variables. Results revealed that there were no statistically significant differences in teachers’ perceptions towards acceptance of tablets in their teaching practice across gender, age and teaching experience. The findings also showed that the perceived usefulness construct has a high negative response towards the acceptance of tablets in their teaching practice. However, the findings also revealed that the perceived ease of use, attitude towards use, and behavioural intention are directly significant factors in teachers’ perceptions towards accepting tablet devices in their teaching practice.
  Keywords: Educational Technologies; Education; Blended & Mobile Learning
  Citation: International Journal of Mobile and Blended Learning (IJMBL), Volume: 14, Issue: 1 (2022) Pages: 1-20
  PubDate: 2022-01-01T05:00:00Z
  DOI: 10.4018/IJMBL.297975
  Issue No: Vol. 14, No. 1 (2022)
Chinese University Students' Metacognitive Strategy Use in Language
Acquisition
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  Authors: Jiang; Jiahong
  Pages: 1 - 16
  Abstract: Since the introduction of flipped learning, it has drawn much attention and enjoyed increasing popularity. This study attempts to investigate Chinese English majors’ metacognitive strategy use in a flipped environment and the influencing factors of metacognitive strategy use. 35 subjects were asked to study the assigned online course video lectures out of class and participate in activities demanding the application of acquired knowledge. Students’ metacognitive strategy use and factors influencing their use were analyzed based on the data collected from written reflections, interviews and classroom observations. Findings indicate that 1) planning, self-monitoring, self-evaluation, directed attention and selective attention are students’ main employed metacognitive strategies in and out of the flipped classroom, 2) factors influencing students’ metacognitive strategy use consist of students’ desired learning outcomes and group learning, and students’ self-control over learning pace in the flipped context further motivates their use of diverse metacognitive strategies.
  Keywords: Educational Technologies; Education; Blended & Mobile Learning
  Citation: International Journal of Mobile and Blended Learning (IJMBL), Volume: 14, Issue: 1 (2022) Pages: 1-16
  PubDate: 2022-01-01T05:00:00Z
  DOI: 10.4018/IJMBL.297974
  Issue No: Vol. 14, No. 1 (2022)
Online Collaborative Learning Using Microsoft Teams in Higher Education
Amid COVID-19
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  Authors: Tan; Chekfoung, Casanova, Diogo, Huet, Isabel, Alhammad, Muna
  Pages: 1 - 18
  Abstract: Due to the Covid-19 pandemic, most universities needed to move to online teaching and learning, in some cases with very limited knowledge or experience in running online programmes. Engaging students online has become an imminent challenge that universities and academics are still trying to address. This paper reports on the findings from the experience of making the transition from an established collaborative learning activity delivered in a face-to-face environment to online collaborative learning supported by Microsoft Teams. Supported by an action research methodology, the paper evaluates this experience by comparing the outcomes of students' learning in the previous face-to-face and the online activities and the suitability of Microsoft Teams as a learning environment for collaborative learning for a postgraduate project management module. This research contributes to the growing knowledge of technology-enhanced learning by shedding light on how Microsoft Teams can support active and online collaborative learning in Higher Education.
  Keywords: Educational Technologies; Education; Blended & Mobile Learning
  Citation: International Journal of Mobile and Blended Learning (IJMBL), Volume: 14, Issue: 1 (2022) Pages: 1-18
  PubDate: 2022-01-01T05:00:00Z
  DOI: 10.4018/IJMBL.297976
  Issue No: Vol. 14, No. 1 (2022)
Using Blended Project-Based Learning to Teach Project Management to
Software Engineering Students
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  Authors: Barbosa; Marcelo Werneck
  Pages: 1 - 17
  Abstract: Project-based learning (PBL) approaches are common in Software Engineering (SE) and Project Management education. However, the blended learning modality is still little explored in this context. The application of PBL in blended learning environments is called Blended Project-based learning (BPBL). In order to fill in this research gap, this study analyzed the implementation of an undergraduate SE project management course carried out in a Brazilian private university, using the BPBL method. In order to evaluate the outcomes of the adoption of this method, a questionnaire was administered to students, who were also invited to identify some lessons learned, assessed using content analysis. In terms of students’ performance and satisfaction, the results of this survey showed that students’ opinions are mixed. However, the students considered more “blended-ready” are said to be very satisfied with the experience and looking forward to another one. The outcomes of this study can be used to better prepare teachers and students to adopt BPBL in software project management courses.
  Keywords: Educational Technologies; Education; Blended & Mobile Learning
  Citation: International Journal of Mobile and Blended Learning (IJMBL), Volume: 14, Issue: 1 (2022) Pages: 1-17
  PubDate: 2022-01-01T05:00:00Z
  DOI: 10.4018/IJMBL.291978
  Issue No: Vol. 14, No. 1 (2022)
Images and Text on PowerPoint Slides
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  Authors: Williams; Joshua L., McCarley, Nancy, Willis, Stephen D., Huddleson, Amber N.
  Pages: 1 - 14
  Abstract: In this study, we examined the impact of irrelevant visual images in a PowerPoint lecture on attention and information retention performance. We found students viewing text-only PowerPoint slides retained less information than students viewing text-and-image slides, but the difference did not reach significance. However, when examining both fixation counts and fixation duration, we found students viewing text-and-image PowerPoint slides who spent more time looking at the text retained more information. We discuss the impact of varied visual attention (moving back and forth from text to image) on information integration and retention and establish empirical questions for future research.
  Keywords: Educational Technologies; Education; Blended & Mobile Learning
  Citation: International Journal of Mobile and Blended Learning (IJMBL), Volume: 14, Issue: 1 (2022) Pages: 1-14
  PubDate: 2022-01-01T05:00:00Z
  DOI: 10.4018/IJMBL.291979
  Issue No: Vol. 14, No. 1 (2022)
Blended Learning
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  Authors: Megahed; Naglaa, Ghoneim, Ehab
  Pages: 1 - 15
  Abstract: As we approach a new normal in post-Covid-19 pedagogy, we need to consider blended learning (BL) as a significant contribution to precautionary and preventive actions for containing the spread of Covid-19. This paper provides a framework to recognize transformation to a new normal by: a) reviewing the history of BL associated with its models and design options; b) presenting general characteristics of BL in a matrix of place, distance, and technology; and c) analyzing scenario planning and strategies for reopening academic institutions. Based on the BL continuum and health and safety conditions resulting from the pandemic, the study first proposed a scenario planning framework. Second, it developed a classification framework of BL addressing its continuum, models, and learning theories via a smart learning environment. Finally, the study proposed a conceptual matrix of BL that considers health and safety conditions resulting from the Covid-19 pandemic.
  Keywords: Educational Technologies; Education; Blended & Mobile Learning
  Citation: International Journal of Mobile and Blended Learning (IJMBL), Volume: 14, Issue: 1 (2022) Pages: 1-15
  PubDate: 2022-01-01T05:00:00Z
  DOI: 10.4018/IJMBL.291980
  Issue No: Vol. 14, No. 1 (2022)